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Department of Educational
       Leadership

     Internship
Laboratory Manual
Of Field Experiences
                  PO Box 842020
          Richmond, Virginia 23284-2020
                   804.828.1940
                 Fax: 804.828.0771
                 Advising Website:
http://www.soe.vcu.edu/departments/el/advising.html
                Effective Fall, 2009
                                               TABLE OF CONTENTS

Introduction ....................................................................................................................................3

Mission of the School of Education ..............................................................................................3
Values of the School of Education ................................................................................................3
Mission of the Department of Educational Leadership..............................................................5


Program Overview: .......................................................................................................................5
  Administrative Internship I: ADMS 670 ................................................................................6
  Administrative Internship II: ADMS 671 ..............................................................................7
  Administrative Internship III: ADMS 675 ............................................................................7
  Field-Based Experiences ..........................................................................................................7

Internship Role Descriptions .......................................................................................................8
   Responsibilities of the Candidate ...........................................................................................9
   Responsibilities of the Site-Supervisor ....................................................................................9
   Responsibilities of the University Supervisor/Instructor .....................................................9

Internship Requirements.............................................................................................................10
   Administrative Internship I: ADMS 670 and Field-Based Experiences ............................10
   Administrative Internship II: ADMS 671 and Administrative Internship .......................15
   III: ADMS 675 .........................................................................................................................15
   Internship Notebook ...............................................................................................................17
   Personal Portfolio....................................................................................................................18
   Dispositions .............................................................................................................................19

School Leaders Licensure Assessment (SLLA) ........................................................................19
Program Completion Verification ..............................................................................................19
Useful Links and Email Addresses ............................................................................................19

Appendices
     A. ISLLC Standards .......................................................................................................21
     B. ELCC Standards .......................................................................................................25
     C. Sample Internship Time Log ...................................................................................32
     D. Samples of Internship activities ...............................................................................34
     E. Sample Internship Plan Template ............................................................................40
     F. Sample Internship Plan ............................................................................................43
     G. Internship Checklist...................................................................................................47
     H. Dispositions Survey ....................................................................................................50
     I. Internship Application...............................................................................................59
     J. Skills Dimension Self-Assessment.............................................................................61
     K. Observer Assessment .................................................................................................69
     L. On-Site Supervisor Assessment ................................................................................76




                                                                                                                                    2
Introduction:

The Department of Educational Leadership in the School of Education at Virginia
Commonwealth University welcomes you to the Master’s or Post-Master’s internship
experience. The internship is an integral part of your entire program where you will use
the knowledge, skills, and dispositions identified in the Educational Leadership
Constituency Consortium (ELCC) standards to guide you through internship experiences.

This Internship Laboratory Manual of Field Experiences is designed to assist you in
those embedded experiences in your coursework and in the actual internship experiences
near the end of your program. Your instructors, university supervisor, and on-site
supervisor are committed to your success.

The requirements of the internship experiences in the manual are effective
beginning in the fall of 2009. The requirements of the internship are subject to
change; therefore, periodically check program addenda to ensure that you have the
most current internship requirements.

Mission of the School of Education:

The School of Education is committed to excellence in the initial preparation and
continuing development of professionals for leadership, teaching, service and
scholarly inquiry in culturally diverse settings across the life span. The School
emphasizes early childhood through secondary education and lifelong learning;
scholarship that extends knowledge and improves practice; and collaboration that
connects the School of Education to the field of practice and supports schools and
relevant educational and human service agencies.

Values of the School of Education:

The Virginia Commonwealth University School of Education is dedicated to the
preparation of professional educators and clinicians, the ideals of academic
scholarship, and the worthiness of service. Through our work in these areas, we
recognize our responsibilities to students, university colleagues, the community at
large, and professional organizations. While all of us share common values, the
statements below intentionally allow for a variety of interpretations that may be
influenced by our assignments, our experiences, and other philosophical principles
within programs and across the School of Education.

We demonstrate our belief in the value of high quality programs by:

      Attracting high quality students;




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      Being responsive to the external standards of accrediting and professional
       organizations;
      Providing meaningful clinical placements;
      Continually evaluating, assessing, and improving programs and services.

We demonstrate our belief in the value of high quality teaching by:

      Creating an environment that supports student success;
      Demonstrating a variety of effective teaching strategies, including technology
       integration,
      universal design for learning, and student-centered instruction;
      Fostering curriculum development that ensures familiarity with best practice
       across all disciplines.

We demonstrate our belief in the value of diversity by:

      Preparing students to work in culturally and linguistically diverse settings;
      Accommodating students with special learning needs;
      Promoting a diverse student and faculty community;
      Supporting intellectual curiosity;
      Modeling and promoting social justice.

We demonstrate our belief in the value of high quality scholarship, and, in particular,
the value of a research culture by:

      Conducting relevant, high quality research that is responsive to the metropolitan
       community and contributes to the disciplines;
      Encouraging collaborative research with colleagues, practitioners, and students;
      Supporting the creation, interpretation and dissemination of knowledge;
      Integrating current research into teaching.

We demonstrate our belief in the value of collaboration and partnerships by:




                                                                                           4
      Serving as a resource for the development of policy, curriculum, instructional
       practice, and professional standards;
      Providing leadership and professional outreach to organizations, the university,
       and the community at large;
      Maintaining partnerships and shared responsibility for professional preparation.

We demonstrate our belief in the value of critical reflection by:

      Observing ethical practice and professional honesty;
      Encouraging students to exhibit dispositions consistent with accepted professional
       practice;
      Fostering a trusting, safe community of scholars;
      Engaging in ongoing professional development;
      Examining professional practices.

Mission of the Department of Educational Leadership:

The mission of the Department of Educational Leadership is to prepare critically
reflective practitioners who are instructional leaders, to create and share knowledge that
leads to improved practice and policy, and to connect with the field to support and
nourish social justice, learning, and accountability.

Program Overview:

The internship builds on the mission of the Department of Educational Leadership and
the School of Education’s “Educator as Critically Reflective Practitioner” by providing
a means for the candidate to apply theory to practice in a wide range of leadership and
administrative tasks. The focus of the internship is on planning, experiencing, and
reflecting on the development of skills in six areas which are defined in the Interstate
School Leaders Licensure Consortium (ISLLC) (see Appendix A) and the Educational
Leadership Constituency Consortium (ELCC) standards for school leaders (see
Appendix B).

The Virginia Board of Education licensure and approved programs requires that
candidates:

       ―complete a minimum of 320 clock hours of a deliberately structured and
supervised internship that provided exposure to multiple sites (elementary, middle,
high, central office, agency) with diverse student populations‖(8VCC20-542-530.2).



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They also require that the internship experience include:

―Embedded learning strategies for improved student learning totaling at least 120
clock hours including:

(1) Experiential activities that complement, implement and parallel University
curriculum;

(2) Activities that emphasize student work with practical applications that shall take
place in the internship…as well as throughout the University program‖ (8VAC20-
542-530.1g).


Because of these requirements, the following is a description of the Department of
Educational Leadership’s internship experiences which permeate the entire Master’s and
Post-Master’s program.

       There are three Internship courses:

       Administrative Internship I: ADMS 670: Taken on-campus as one of the
       candidate’s first courses

       Administrative Internship II: ADMS 671: Taken near the end of candidate’s
       program

       Administrative Internship III: ADMS 675: Taken near the end of
       candidate’s program

Course descriptions for each of the internship experiences are:

Administrative Internship I: ADMS 670 (One semester hour: 1 credit)—On
Campus

This course must be taken as one of the first courses in the first semester of
enrollment. The course serves as an orientation to the internship experience which
is an integral component throughout the master's and/or post-master's program of
studies. During this course, students will learn the specifics of the entire internship
component of the program such as the 320 internship required hours, the scope of
internship work, and the variety of experiences needed and means by which all
internship experiences are to be documented throughout the program. Students will
develop their individual internship plans which will guide them through their
internship experiences throughout their entire program. This plan will include
specific field experiences in each required course as well as plans that will be
executed in Internship II and Internship III so that a total of 320 hours of
experiences are accrued by the end of the program.



                                                                                         6
Administrative Internship II: ADMS 671 (One semester hour: 1 credit)

Prerequisites: Full admission status; no grades of Incomplete; evidence provided of
meeting technology standards and completing child abuse/neglect recognition
training; meet university's Graduate School academic requirements for graduation;
adviser/department head approval of internship application, successful completion
of Internship I.
Internship II is to be taken in the semester immediately before Internship III.
Internship II focuses on emerging topics from the students’ internship experiences
with emphases on leadership skills, professional dispositions, and management.
Field-based internship experiences developed in Internship I are continued such
that a total of 320 hours of experiences will be accrued and documented by the end
of the entire program. A culminating experience taken at the end of the program,
Internship II and III are designed for students to have opportunities to synthesize
the essential knowledge and skills necessary to be a school leader. Reflection and
refinement of skills and knowledge will be part of a student-developed professional
portfolio that could be used in securing a leadership position in a school system.
Integration of theory and practice will take place in the internship as evidenced by
documented experiences in a school/school district setting supervised by an
approved professional and university instructor. Course will include seminars,
selected readings, projects, discussions and other culminating activities.

Administrative Internship III: ADMS 675 (One semester hour: 1 credit)

Prerequisite: Successful completion of Internship I and Internship II.

Internship III is continuation of the experiences in Internship I and Internship II
and of seminar topics related to developing a personal portfolio and resume as well
as interviewing skills. It provides a culminating review and professional reflection
of the internship experiences. As part of successful completion of Internship III, 320
hours of documented internship experiences must be completed by the end of the
program.

Field- Based Experiences:

Seven of the required courses in the Educational Leadership program have field-based
experiences associated with them that focus on student learning and are designed to
contribute to the minimum of 120 clock hours embedded throughout the program.

The field-based projects not only meet the expectations for one of the seven courses, their
contents contribute to meeting the clock-hour experience expectations in Administrative
Internship I: ADMS 670; Administrative Internship II: ADMS 671; and
Administrative Internship III: ADMS 675, and of the Board of Education regulations
clock hour experience requirements cited above.




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The candidate must keep a record of the time spent on these field-based projects.
The ―time logs‖ are to be kept by candidate AND will become part of the
documentation of time submitted in partial fulfillment of course requirements for
Administrative Internship II: ADMS 671 and Administrative Internship III: ADMS
675. The time log templates for the field-based experiences and Internship II:
ADMS 671 and Administrative Internship III: ADMS 675 can be found in Excel
format at:
http://www.soe.vcu.edu/departments/el/_internship/Internship%20Hours_AUG08ve
r.xls
See Appendix C (Sample Time Log)

The number of the 320 total required internship hours not accrued and documented
through field-based experiences in the required courses will be accrued and
documented during Internship II: ADMS 671 and Internship III: ADMS 675.

One or more required field-based experiences are embedded in the following required
courses. A maximum of 30 hours may be accrued in each field-based experience. An
explanation of each field-based experience is given later in the manual:

              ADMS 600: Public School Administration
              ADMS 601: Processes of Instructional Leadership (two field-based
               experiences)
              ADMS 610: School and Community Relations
              ADMS 620: Improving School Programs and Performance
              ADMS 632: Administration and Supervision of Special Education
              ADMS 640: Human Resources and Fiscal Management
              EDUS 660: Research Methods in Education

In addition to the field-based experiences, in Administrative Internship II: ADMS
671 and Administrative Internship III: ADMS 675, the candidate must accrue a
minimum of 120 hours of administrative experiences.

Taken together, the two sets of experiences (field-based experiences and experiences in
Administrative Internship II: ADMS 671 and Administrative Internship III: ADMS
675) provide data to assess the candidate’s progress throughout the program in attaining
knowledge, skills, and dispositions.

Internship Role Descriptions:

There are three persons who play major roles in internship experiences – the candidate,
the site-supervisor, and the university supervisor. Their individual role responsibilities are
as follows:




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Responsibilities of the Candidate:

      Find and seek approval from the on-site supervisor for the location of the
       internship.
      Meet with the on-site supervisor and collaborate on internship activities.
      Meet all guidelines and requirements as outlined in the internship laboratory
       manual.
      Maintain professional conduct, dress, and demeanor at all times.
      Maintain confidentiality with all stakeholders.
      Complete the Self-Assessment during Administrative Internship II: ADMS 671.
      Obtain the Peer-Assessment during Administrative Internship III: ADMS 675.
      Obtain verification signatures of the on-site supervisor for the time log.
      Seek regular feedback in internship activities from the on-site supervisor and
       university supervisor through discussions and reflective journals.


Responsibilities of the Site-Supervisor:

      Approve the internship plan as completed in Administrative Internship II and
       Administrative Internship III.
      Serve as a mentor to the intern.
      Provide scheduled sessions for candid feedback.
      Consult with the university supervisor as needed.
      Approve documentation created by the intern.
      Support the intern through a variety of real-life experiences which are applicable
       to the role of 21st century school leaders
      Provide opportunities for collegial discussions.
      Complete the On-Supervisor Assessment for Internship Candidates and provide
       feedback prior to the end of the internship.


Responsibilities of the University Supervisor/ Instructor:

      Serve as an advocate and support for the intern.
      Communicate regularly with the on-site supervisor and intern.
      Provide feedback to the intern through intern produced reflective journals.
      Verify demonstrations of course requirements.
      Offer seminar sessions for the intern.
      Assign a grade to the intern based on the on-site supervisor assessment and
       completion of the internship notebook and portfolio.




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Internship Requirements:

There are certain requirements each candidate must fulfill during the candidate’s program
of study:

         Administrative Internship I: ADMS 670 and Field-based Experiences

In Administrative Internship I: ADMS 670, the candidate will learn the specifics of the
entire internship component of the program such as the 320 required internship hours, the
scope of internship work, and variety of internship experiences and means by which all
internship experiences are to be documented throughout the program. The candidate will
develop an individual internship plan which will guide him/her through their internship
experiences throughout their entire program. This plan will include specific field
experiences embedded in each of the required courses as well as plans that will be
executed in Administrative Internship II: ADMS 671 and Administrative Internship III:
ADMS 675. To assist the candidate in developing this plan, the following forms and
sample plans are included in the Appendices:

      ISLLC Standards (see Appendix A)
      ELCC Standards (see Appendix B)
      Sample Internship Time Log (see Appendix C) The actual Excel templates for
       field experiences embedded in courses and Administrative Internship II: ADMS
       671 and Administrative Internship III: ADMS 675 are located on the Department
       of Educational Leadership’s website:
       http://www.soe.vcu.edu/departments/el/_internship/Internship%20Ho
       urs_AUG08ver.xls
      Samples of internship activities which are aligned with ISLLC Standards and
       ELCC Standards (see Appendix D)
      Sample Internship Plan Template (see Appendix E)
      Sample Internship Plan aligned with ISLLC Standards and ELCC Standards (see
       Appendix F)
      Internship Checklist (see Appendix G)

The following courses mentioned earlier and the embedded field-based experiences with
their descriptions are as follows:

ADMS 600: Public School Administration:

Course Description: An overview of theory and practice of public school administration.
Emphasis on governance of education and leadership roles of school boards,
superintendents, principals and supervisors. Leadership theories and characteristics of
effective management systems related to student discipline and academic performance,
school safety, internal and external communications, and coordination with outside
agencies. Embedded internship activities relating theory to practice will be included as
part of course requirements.



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Field-based Experience: This is a field-based, teamwork, and presentation skill
building experience. It serves two purposes. The first is to provide a ―real-life‖
component to go along with the theories studied in this course. Second, it is a program
requirement associated with a required State of Virginia, field-base experience
component of the internship.
        Since many class members are from the same division but not necessarily from
the same building, a multifaceted examination of the topic is expected. A district
person’s response may differ from a building-level person’s. Different building’s
personnel may have different or the same responses. It is up to the group as to how to
portray these similarities and/or differences. Thus this assignment will require not only
interviews with people knowledgeable on the topic but group members getting together to
organize and practice the presentation.
        The presentation is to be 9 to 11 minutes in duration and include a PowerPoint. (It
will be timed and not meeting the minimum or exceeding the maximum will cause a
deduction in the grade.) All members are to have speaking roles. Simply reading from a
screen or cards is not enough. The ability to elaborate is an important part of the
presentation skill being demonstrated. Supporting material (e.g. handouts, PowerPoint,
transparencies) shall be of Board of Education presentation quality. The instructor is to
receive a hard copy of the slides at the time of the presentation. Evaluation is based on
the rubric to be distributed.
        There will be one grade for all members. This activity functions on the principle,
―a chain is only as strong as its weakest link‖ because an audience, most often, comes
away from a presentation with an impression based on the weakest element. Thus it is
imperative for group members to encourage their peers to exhibit the very best
presentation skills.

ADMS 601: Processes of Instructional Leadership (Two Experiences):

Course Description: The purpose of the course is to examine processes of instructional
leadership in schools. Primary focus will be on developing school leadership skills
necessary to provide a positive working environment through collaboration and team-
building as well as professional opportunities including supervision and evaluation of
instruction. Focus will be on best practices that lead to school cultures that build
communities of learning. Embedded internship activities relating theory to practice will
be included as part of course requirements.

First field-based Experience: Logic Model:

Form a syndicate with a small group of your course colleagues who share with you an
interest in a particular issue which has ramifications for your current school’s
instructional leaders. Your task will be to
    1. develop a logic model for an intervention (using one of the four tasks of
        supervision other than ―direct assistance to teachers‖) to address your syndicate’s
        issue,
    2. discuss this model with an instructional leader in your school (who will validate
        your engagement with this issue),



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    3. modify the logic model to individualize it and take account the feedback in step 2,
        and
    4. implement your intervention.
        The logic model will be particular to each syndicate member’s school. The
success of your intervention is not required, but progress towards your short-term
outcomes is. Syndicates may meet periodically for about 30 minutes throughout the
course, with each member taking turns at assuming key roles.
        Early in the course you will submit your initial logic model on Blackboard.
Towards the end of the course, you will share your experience with your course
colleagues in a presentation of no more than 5 minutes, and your logic model, followed
by a reflection of no more than 4 pages, will be submitted on Blackboard.


Second field-based Experience: Clinical Supervision Model:


Directions: You are strongly advised to work on this assessment throughout this course.
The presentation of the course content is specifically aligned to provide the knowledge
base required for you to engage meaningfully with this assessment as early as possible in
the course. Do not delay in seeking the collaboration of a colleague and seeking
permission to videotape the instructional environment as specified below. Obtaining
permission can take some time. Your final submission will be due at the time you share
your video record of your post-conference (as detailed in step 6 below).

1. Description of the characteristics of the instructional environment
State the observed teacher’s years of teaching experience, and imply his or her teaching
philosophy and developmental level as a teacher, providing supporting evidence for your
implication. State any other relevant teacher context variables and explain why these are
relevant.                                                                        ELCC 2.1

2. Timeline
Provide the dates, locations and durations of the following steps 3-6.          ELCC 3.2

3. Pre-conference
Specify the subject and grade level of the instructional environment to be observed, your
expertise in the subject, the instructional focus of the observation, and the observation
instrument to be used.                                                             ELCC 2.2

4. Observation
Create a qualitative overview of the instructional environment to accompany your
observation instrument. Include rough time coding to facilitate subsequent linking with
your video record of the instructional event. Scripting of the instructional event is not
recommended.
The completed observation instrument is to be included as Appendix A.              ELCC 2.3




                                                                                        12
5. Analysis of the observation
Highlight the major findings taken directly from the qualitative overview and the
observation instrument.
Interpret these major findings in terms of optimal instructional techniques, stating your
evidence for regarding your bench-mark instructional techniques as valid. Illustrate your
findings with video excerpts from your video record of the instructional event. ELCC 2.3

6. Post-conference
State your choice of supervisory style to use with this teacher, and relate your choice of
style to both the factors you noted in part 1 above and what you observed in the
instructional environment.                                                        ELCC 2.1

7. Post-conference
State the objective of the improvement activities you suggested to this teacher, and list
the resources needed for this teacher to improve.                                 ELCC 2.4

8. Post-conference
Share with this class a 5 minute video record of your post-conference with the observed
teacher, and invite comments and/questions for clarification.                   ELCC 2.4

9. Reflection on the observed teacher’s feedback
Write a reflection on the feedback you received from the teacher you observed. Conclude
with implications for your future practice of the clinical supervision model.
The completed feedback form is to be included as Appendix B.                   ELCC 5.1



ADMS 610: School and Community Relations:

Course Description: Provides a conceptual and philosophical framework for evaluation
and development of practices involved in implementing desirable school and community
relations programs that focus on unique needs of communities. Special emphasis is given
to skills necessary to identify significant issues, assess current practice, and engage in the
processes involved in building and maintaining exemplary school-community programs.
Embedded internship activities relating theory to practice will be included as part of
course requirements.

Field-based Experience: The field-based activities include a portfolio, newsletter, news
release, and school board meeting analysis.

ADMS 620: Improving School Programs and Performance:

Course Description: This course is an introduction to principles of leadership for the
improvement of school programs and performance. Participants discuss current literature
and models of school improvement with an emphasis on identification, selection, and
measurement of appropriate student and school performance indicators.


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An understanding of school culture and change, the importance of planning for change,
and the role of data in the process of change are topics included in the course content.
Embedded internship activities relating theory to practice will be included as part of
course requirements.

Field-based Experience: Pupil Intervention

         This project will take the form of an individual pupil intervention to improve
student learning. You will undertake an in-depth analysis of the learning history over the
preceding semester of one pupil in one of your classes who is ―struggling.‖ Begin this in-
depth analysis by uncovering whatever data are available on the educational progress of
the student. Conduct an interview with the ―struggling‖ pupil’s parent(s) or guardian to
enlighten you about the antecedents of whatever the pupil’s ―struggles‖ may be. Schedule
meetings with the pupil throughout the semester to assess the effect of the relevant
program of instruction on the pupil’s learning, and to develop a sense of how that
particular program might be improved. You MUST keep and submit a time log to
validate the number of hours that you have been expended on this project. Write a 3-4
page reflection on this project to submit towards the end of the course, along with brief
comments to share with the group.

ADMS 632: Administration and Supervision of Special Education:

Course Description: Examination of instructional practices and legal issues related to
providing school programs for students with special needs. Embedded internship
activities relating theory to practice will be included as part of course requirements.

Field-based Experience: The field-based experiences include a school collaboration
case study project where the requirement is to complete and then meet with the principal
for discussion and a Power Point which requires a presentation of the information to
colleagues.

ADMS 640: Human Resources and Fiscal Management:

Course Description: A study of theories, laws and policies related to resource
projection and management in schools and school divisions. Finance topics include
budget, purchasing and accounting procedures and risk management. Human resource
topics include staffing requirements, hiring, evaluation and dismissal procedures, and
staff-personnel relationships. Embedded internship activities relating theory to practice
will be included as part of course requirements.

Field-based Experience: This course focuses on two field-based projects (15 hours
each) for a total of 30 hours maximum.

Finally, the candidate will complete the ISLLC dispositional statements which link
strongly to the eight general dispositions of the School of Education Conceptual
Framework, but have the advantage of underpinning the foundation of the Educational



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Leadership Program Standards enshrined in the outcomes of the Educational Leadership
Constituent Council (ELCC) process of the National Policy Board for Educational
Administration (NPBEA). The National Council for Accreditation of Teacher Education
(NCATE) has approved the ELCC program standards for Educational Leadership
Programs in accredited schools.

The Educational Leadership Program faculty decided to survey students, as a first step
towards the development of a set of instruments with which to measure the dispositions
of students in the VCU Educational Leadership Program (as required of all NCATE-
accredited programs). The outcome of this survey will help in developing an
understanding of where VCU students stand in terms of the ISLLC dispositional
elements, and will provide critical information to guide the on-going process of
dispositional assessment. While you are asked to identify yourself on this survey, your
responses will be kept confidential and will not in any way affect your grades on any
coursework (see Appendix H).


                      Administrative Internship II: ADMS 671 and
                       Administrative Internship III: ADMS 675


Administrative Internship II is to be taken in the semester immediately before
Administrative Internship III. Administrative Internship II focuses on emerging topics
from the students’ internship experiences with emphases on leadership skills,
professional dispositions, and management. Field-based internship experiences
developed in Administrative Internship I, are continued such that a total of 320 hours of
experiences will be accrued and documented by the end of the entire program. A
culminating experience taken at the end of the program, Administrative Internship II is
designed for students to have opportunities to synthesize the essential knowledge and
skills necessary to be a school leader. Reflection and refinement of skills and knowledge
will be part of student-developed professional portfolio that could be used in securing a
leadership position in a school system. Integration of theory and practice will take place
in the internship as evidenced by documented experiences in a school/school district
setting supervised by an approved professional and university instructor. Course will
include seminars, selected readings, projects, discussion and other culminating activities.

Administrative Internship III is continuation of the experiences in Administrative
Internship I and Administrative Internship II and of seminar topics related to developing
a personal portfolio and resume as well as interviewing skills. It provides a culminating
review and professional reflection of the internship experiences. As part of successful
completion of Administrative Internship III, 320 hours of documented internship
experiences must be completed by the end of the program.

To be eligible to enroll in Administrative Internship II: ADMS 671, the candidate must
meet the following criteria:



                                                                                         15
       1. Full admission in the program.
       2. No grades of ―Incomplete‖ in any course.
       3. Evidence of technology competency AND evidence of child abuse/neglect
          recognition training to your advisor.
       4. Meet the University Graduate School academic requirements for
       graduation.
       5. Advisor/department head approval of internship application.
       6. Successful completion of Administrative Internship I: ADMS 670.

Internship applications are due April 15th for Fall Internship; October 30th for Spring
Internship; and March 15th for Summer Internship. A copy of the Internship
application is in Appendix I.

The candidate must ensure that documentation for the following are complete PRIOR to
beginning Administrative Internship II: ADMS 671. The documentation may be your
teaching license with the technology standards and child abuse/neglect training
noted OR you may send documentation from your school district. If you have
completed the technology standards and/or child abuse/neglect training online, then
print out the certificate and send a copy to your advisor.

      Technology Standards: The state Board of Education requires evidence that the
       candidate has met the technology standards. If you have not completed the
       technology standards, you may complete the Computer Literacy Exam and SAM
       @VCU (http://www.vcu.edu/cte/sam/index.html).
      Child Abuse/Neglect Recognition Training: The state Board of Education
       requires evidence that the candidate has completed the child abuse/neglect
       recognition training. If you have not completed the these standards, you may
       complete the Child Abuse/Recognition Training at VISSTA
       (http://www.vcu.edu/vissta/training/va_teachers/).

Enrollment in the internship (Administrative Internship II: ADMS 671 and
Administrative Internship III: ADMS 675) takes place over a period of two semesters.
Remember that you must show diverse internship experiences during the program in the
following areas: elementary, middle, and high school, central office, and an outside
agency.

The culminating experiences taken at the end of the program are designed for candidates
to have opportunities to synthesize the essential knowledge and skills necessary to be a
school leader. Reflection and refinement of skills and knowledge will be part of student-
developed professional portfolio that could be used in securing a leadership position in a
school system. Integration of theory and practice will take place in the internship of at
least 120 hours in a school/school district setting supervised by an approved professional
and university instructor. The courses will include seminars, selected readings, projects,
discussion and other culminating activities. The university supervisor will schedule at
least one conversation with the on-site mentor, scheduling on-site visits if necessary.




                                                                                        16
Internship Notebook: The candidate must develop a comprehensive notebook (five
tabs) which will include the following components:

      Tab 1: Internship Plan:

        The internship plan will focus on the ISLLC standards and ELCC standards and
the duties/activities performed during the internship which reflect each of the six
standards.

This written plan for the candidate’s internship duties must be formed collaboratively
with the candidate’s on-site supervisor and approved by the candidate’s university
supervisor and on-site supervisor. The plan must reflect a variety of settings and work
with diverse populations of students. The internship plan must be approved by the on-
site supervisor and university supervisor. The internship plan that was initiated at the
beginning of the program in Administrative Internship I: ADMS 670 must be turned in to
the university supervisor before the beginning of the first class in Administrative
Internship II: ADMS 671. The plan must include skill development based upon self-
assessment and experiences with the following:
        a. school budget
        b. special education issues
        c. human resource management
        d. student discipline
        e. facilities management
        f. accountability for improving student achievement
        g. aspects of ―No Child Left Behind‖
        h. school leadership
        i. instructional supervision.

      Tab 2: Documentation of Time:

Candidates must keep an accurate log of time (clock hours) spent doing administrative
internship activities. A minimum of 120 hours is required. This log must illustrate
experiences with each of the ISLLC and ELCC standards and experiences (as explained
during the first seminar meeting). The time log will be reviewed by the university
professor throughout the internship. The time log for this course and the time logs for all
other required courses having embedded internship activities MUST be included in this
section of the Internship notebook. A template in Excel format for each field-based
experience and the hours in Administrative Internship II: ADMS 671 and Administrative
Internship II: ADMS 675 is at:
http://www.soe.vcu.edu/departments/el/_internship/Internship%20Hours_AUG08ver.xls.

The internship hours for the actual internship experience and embedded field-based
projects will be turned in at the end of the internship or program.




                                                                                         17
      Tab 3: Reflective Journal:

Candidates must maintain an ongoing reflective journal throughout the internship
experiences. There should be a minimum of one entry per week, addressing such areas
as: reactions to and critical reflections of internship experiences; observations and
reflections on administration in current and past job settings; exploration and analysis of
personal feelings in regard to administrative activities.

   ● Tab 4: Internship Products:

Products that have been designed or developed during the internship experience should
be included in this section. Examples may include staff development presentations,
brochures for program events, schedules, and newsletters, etc.

   ● Tab 5: Skill Dimension Assessments:

The candidate will complete a Self-Assessment (see Appendix J) of the skill dimensions
identified by the National Association of Secondary School Principals (NASSP) as
critical to the success of administrators.

Three colleagues will complete the Observer Assessment (see Appendix K).
Discussion of each of the observer assessments is encouraged with the colleague.

Finally, the On-Site Supervisor Assessment (see Appendix L). The candidate and the
on-supervisor are encouraged to discuss the assessment.

These assessments are correlated to the ELCC standards. On-site supervisors and interns
are encouraged to discuss the assessments.

Personal Portfolio:

Candidates will prepare a professional portfolio that reflects their preparation for
leadership roles in K-12 education. The portfolio should reflect work, experiences and
theoretically-based beliefs as a developing educational leader. Emphasis is placed on
depth of reflection in presentation and selection, rather than creating a scrapbook display.

       Components will include:
            Name, Contact Information
            Table of Contents
            Resume
            Leadership Framework/Educational Platform (including philosophy)
            Five-Year Professional Goals and Rationale
            Artifacts




                                                                                          18
Dispositions:
During the last class meeting of the internship, the candidate will complete a Dispositions
Survey which represents a belief, value, commitment or an instance of a professional
ethic that influences the candidate’s behavior towards students, families, colleagues, and
communities, that affects the candidate’s students’ learning, motivation, and
development, as well as the candidate’s own personal professional growth (see Appendix
H).


School Leaders Licensure Assessment (SLLA:
If the candidate is pursuing an endorsement in school administration and supervision, the
candidate must take the School Leaders’ Licensure Assessment (SLLA). While the
program requires only that the candidate TAKE the exam, the Virginia Board of
Education currently requires that the candidate receive a minimum score of 165 or better
to be eligible for endorsement in school administration and supervision.

Most candidates take the SLLA toward the end of their program. University policy
requires that the candidate be enrolled in a class the semester in which he/she
intends to graduate, so plan carefully to take the SLLA at the appropriate time.

Learn more about the SLLA:
http://www.ets.org/portal/site/ets/menuitem.fab2360b1645a1de9b3a0779f1751509/?vgne
xtoid=a729197a484f4010VgnVCM10000022f95190RCRD
Test Dates and Registration;
http://www.ets.org/portal/site/ets/menuitem.1488512ecfd5b8849a77b13bc3921509/?v
gnextoid=eff42d3631df4010VgnVCM10000022f95190RCRD&vgnextchannel=246a1
97a484f4010VgnVCM10000022f95190RCRD

Program Completion Verification:

After the candidate has completed his/her program, the top portion of the college
verification form must be completed and sent to the candidate’s advisor. In addition, a
copy of the candidate’s SLLA entrance ticket must accompany the form to verify that the
candidate took the SLLA. The verification form will be signed by the appropriate School
of Education official and sent to candidate’s school district’s human resources school
district contact. The candidate’s school district’s human resources department will apply
for the K-12 Administration and Supervision license endorsement.

Useful links and email addresses:

Department of Educational Leadership:

Dr. Charol Shakeshaft, Chair: cshakeshaft@vcu.edu
Dr. Jonathan Becker: jbecker@vcu.edu
Dr. Bill Bosher: bbosher@vcu.edu
Dr. Jo Lynn DeMary: jldemary@vcu.edu



                                                                                        19
Dr. Cheri Magill: ccmagill@vcu.edu
Dr. John Marshak: jjmarshak@vcu.edu
Dr. Lynn Myers: lhmyers@vcu.edu
Dr. Martin Reardon: rmreardon@vcu.edu
Dr. Whitney Sherman: wsherman@vcu.edu
Dr. Vicki Wilson, SOEA: vbwilson@vcu.edu
Dr. Harold Wright, Internship Coordinator: hswright@vcu.edu


Internship Adjuncts:

Dr. Kate Cassada: cassada@comcast.net
Dr. Brenda Cowlbeck: bcowlbeck@peoplepc.com
Dr. Dallas Dance: sddance@comcast.net
Mr. Ray Honeycutt: rehoneycutt@gmail.com

Advising Instruction on the School of Education -Department of Educational
Leadership Website: http://www.soe.vcu.edu/departments/el/advising.html

Forms on the School of Education –Department of Educational Leadership Website:
http://www.soe.vcu.edu/forms.html#el_forms




                                                                             20
Appendix A




             21
                                   Appendix A
             Educational Leadership Policy Standards: ISLLC 2008
as adopted by the National Policy Board for Educational Administration (NPBEA)
                                December 12, 2007

Standard 1: An education leader promotes the success of every student by facilitating
the development, articulation, implementation, and stewardship of a vision of learning
that is shared and supported by all stakeholders

Functions:

   A. Collaboratively develop and implement a shared vision and mission.

   B. Collect and use data to identify goals, assess organizational effectiveness, and
      promote organizational learning

   C. Create and implement plans to achieve goals

   D. Promote continuous and sustainable improvement

   E. Monitor and evaluate progress and revise plans

Standard 2: An education leader promotes the success of every student by advocating,
nurturing and sustaining a school culture and instructional program conducive to student
learning and staff professional growth.

Functions:

   A. Nurture and sustain a culture of collaboration, trust, learning, and high
      expectations

   B. Create a comprehensive, rigorous, and coherent curricular program

   C. Create a personalized and motivating learning environment for students

   D. Supervise instruction

   E. Develop assessment and accountability systems to monitor student progress.

   F. Develop the instructional and leadership capacity of staff

   G. Maximize time spent on quality instruction

   H. Promote the use of the most effective and appropriate technologies to support
      teaching and learning




                                                                                         22
   I. Monitor and evaluate the impact of the instructional program

Standard 3: An education leader promotes the success of every student by ensuring
management of the organization, operation, and resources for a safe, efficient, and
effective learning environment.

Functions

   A. Monitor and evaluate the management and operational systems

   B. Obtain, allocate, align, and efficiently utilize human, fiscal, and technological
      resources

   C. Promote and protect the welfare and safety of students and staff

   D. Develop the capacity for distributed leadership

   E. Ensure teacher and organizational time is focused to support quality instruction
      and student learning

Standard 4: An education leader promotes the success of every student by collaborating
with faculty and community members, responding to diverse community interests and
needs, and mobilizing community resources.

Functions

   A. Collect and analyze data and information pertinent to the educational environment

   B. Promote understanding, appreciation, and use of the community’s diverse
      cultural, social, and intellectual resources

   C. Build and sustain positive relationships with families and caregivers

   D. Build and sustain productive relationships with community partners

Standard 5: An education leader promotes the success of every student by acting with
integrity, fairness, and in an ethical manner.

Functions

   A. Ensure a system of accountability for every student’s academic and social success

   B. Model principles of self-awareness, reflective practice, transparency, and ethical
      behavior

   C. Safeguard the values of democracy, equity, and diversity



                                                                                          23
   D. Consider and evaluate the potential moral and legal consequences of decision-
      making

   E. Promote social justice and ensure that individual student needs inform all aspects
      of schooling

Standard 6: An education leader promotes the success of every student by
understanding, responding to, and influencing the political, social, economic, legal, and
cultural context.

Functions

   A. Advocate for children, families, and caregivers

   B. Act to influence local, district, state, and national decisions affecting student
      learning

   C. Assess, analyze, and anticipate emerging trends and initiatives in order to adapt
      leadership strategies




                                                                                          24
Appendix B




             25
                                               Appendix B
                                     ELCC Standards for School Leaders


Standard 1.0: Candidates who complete the program are educational leaders who have the knowledge
and ability to promote the success of all students by facilitating the development, articulation,
implementation, and stewardship of a school or district vision of learning supported by the school
community.

1.1 Develop a Vision
a. Candidates develop a vision of learning for a school that promotes the success of all students.
b. Candidates base this vision on relevant knowledge and theories, including but not limited to an
understanding of learning goals in a pluralistic society, the diversity of learners and learners' needs, schools as
interactive social and cultural systems, and social and organizational change.

1.2. Articulate a Vision
a. Candidates demonstrate the ability to articulate the components of this vision for a school and the
leadership processes necessary to implement and support the vision.
b. Candidates demonstrate the ability to use data-based research strategies and strategic planning processes
that focus on student learning to inform the development of a vision, drawing on relevant information sources
such as student assessment results, student and family demographic data, and an analysis of community needs.
c. Candidates demonstrate the ability to communicate the vision to staff, parents, students, and community
members through the use of symbols, ceremonies, stories, and other activities.

1.3 Implement a Vision
a. Candidates can formulate the initiatives necessary to motivate staff, students, and families to achieve the
school's vision.
b. Candidates develop plans and processes for implementing the vision (e.g., articulating the vision and related
goals, encouraging challenging standards, facilitating collegiality and teamwork, structuring significant work,
ensuring appropriate use of student assessments, providing autonomy, supporting innovation, delegating
responsibility, developing leadership in others, and securing needed resources).

1.4 Steward a Vision
a. Candidates demonstrate an understanding of the role effective communication skills play in building a
shared commitment to the vision.
b. Candidates design or adopt a system for using data-based research strategies to regularly monitor,
evaluate, and revise the vision.
c. Candidates assume stewardship of the vision through various methods.


1.5 Promote Community Involvement in the Vision
a. Candidates demonstrate the ability to involve community members in the realization of the vision and in
related school improvement efforts.
b. Candidates acquire and demonstrate the skills needed to communicate effectively with all stakeholders
about implementation of the vision,


Standard 2.0: Candidates who complete the program are educational leaders who have the 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.




                                                                                                                26
2.1 Promote Positive School Culture
a. Candidates assess school culture using multiple methods and implement context appropriate strategies that
capitalize on the diversity (e.g., population, language, disability, gender, race, socio-economic) of the school
community to improve school programs and culture.


2.2 Provide Effective Instructional Program
a. Candidates demonstrate the ability to facilitate activities that apply principles of effective instruction to
improve instructional practices and curricular materials.
b. Candidates demonstrate the ability to make recommendations regarding the design, implementation, and
evaluation of a curriculum that fully accommodates learners' diverse needs.
c. Candidates demonstrate the ability to use and promote technology and information systems to enrich
curriculum and instruction, to monitor instructional practices and provide staff the assistance needed for
improvement.

2.3 Apply Best Practice to Student Learning
a. Candidates demonstrate the ability to assist school personnel in understanding and applying best practices
for student learning.
b. Candidates apply human development theory, proven learning and motivational theories, and
concern for diversity to the learning process.
c. Candidates demonstrate an understanding of how to use appropriate research strategies to promote an
environment for improved student achievement.

2.4 Design Comprehensive Professional Growth Plans
a. Candidates design and demonstrate an ability to implement well-planned, context appropriate professional
development programs based on reflective practice and research on student learning consistent with the school
vision and goals.
b. Candidates design and demonstrate the ability to use strategies such as observations, collaborative
reflection, and adult learning strategies to form comprehensive professional growth plans with teachers and
other school personnel.
c. Candidates develop and implement personal professional growth plans that reflect a commitment to life-
long learning.


Standard 3.0: Candidates who complete the program are educational leaders who have the
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.


3.1 Manage the Organization
a. Candidates demonstrate the ability to optimize the learning environment for all students by applying
appropriate models and principles of organizational development and management, including research and
data driven decision making with attention to indicators of equity, effectiveness, and efficiency.
b. Candidates develop plans of action for focusing on effective organization and management of fiscal,
human, and material resources, giving priority to student learning, safety, curriculum, and instruction.
c. Candidates demonstrate an ability to manage time effectively and deploy financial and human resources in
ways that promote student achievement.




                                                                                                                   27
3.2 Manage Operations

 a. Candidates demonstrate the ability to involve staff in conducting operations and setting priorities using
appropriate and effective needs assessment, research-based data, and group process skills to build consensus,
communicate, and resolve conflicts in order to align resources with the organizational vision.
b. Candidates develop communications plans for staff that includes opportunities for staff to develop their
family and community collaboration skills.
c. Candidates demonstrate an understanding of how to apply legal principles to promote educational equity
and provide safe, effective, and efficient facilities.


3.3 Manage Resources
a. Candidates use problem-solving skills and knowledge of strategic, long-range, and operational planning
(including applications of technology) in the effective, legal, and equitable use of fiscal, human, and material
allocation and alignment that focuses on teaching and learning.
b. Candidates creatively seek new resources to facilitate learning.
c. Candidates apply and assess current technologies for school management, business procedures, and
scheduling.


Standard 4.0: Candidates who complete the program are educational leaders who have the knowledge
and ability to promote the success of all students by collaborating with families and other community
members, responding to diverse community interests and needs, and mobilizing community resources.


4.1 Collaborate with Families and Other Community Members
a. Candidates demonstrate an ability to bring together the resources of family members and the community
to positively affect student learning.
b. Candidates demonstrate an ability to involve families in the education of their children based on the belief
that families have the best interests of their children in mind.
c. Candidates demonstrate the ability to use public information and research-based knowledge of issues
and trends to collaborate with families and community members. d. Candidates apply an understanding
of community relations models, marketing strategies and processes, data-based decision-making, and
communications theory to create frameworks for school, family, business, community, government, and
higher education partnerships.
e. Candidates develop various methods of outreach aimed at business, religious, political, and service
organizations.
f. Candidates demonstrate the ability to involve families and other stakeholders in school decision-making
processes, reflecting an understanding that schools are an integral part of the larger community.
g. Candidates demonstrate the ability to collaborate with community agencies to integrate health, social, and
other services.
h. Candidates develop a comprehensive program of community relations and demonstrate the ability to work
with the media.



                                                                                                              28
4.2 Respond to Community Interests and Needs
a. Candidates demonstrate active involvement within the community, including interactions with
individuals and groups with conflicting perspectives.
b. Candidates demonstrate the ability to use appropriate assessment strategies and research
methods to understand and accommodate diverse school and community conditions and dynamics.
c. Candidates provide leadership to programs serving students with special and exceptional
needs.
d. Candidates demonstrate the ability to capitalize on the diversity (cultural, ethnic, racial, economic, and
special interest groups) of the school community to improve school programs and meet the diverse needs of
all students.


4.3 Mobilize Community Resources
a. Candidates demonstrate an understanding of and ability to use community resources, including youth
services, to support achievement, solve school problems, and achieve school goals.
b. Candidates demonstrate how to use school resources and social service agencies to serve the community.
c. Candidates demonstrate an understanding of ways to use public resources and funds appropriately and
effectively to encourage communities to provide new resources to address emerging student problems.


Standard 5.0: Candidates who complete the program are educational leaders who have the knowledge
and ability to promote the success of all students by acting with integrity, fairly, and in an ethical
manner.

5.1 Acts with Integrity
a. Candidates develop a respect for the rights of others with regard to confidentiality and dignity and engage in
honest interactions.

5.2 Acts Fairly
a. Candidates demonstrate the ability to combine impartiality, sensitivity to student
diversity, and ethical considerations in their interactions with others.

5.3 Acts Ethically
a. Candidates make and explain decisions based upon ethical and legal principles.

Standard 6.0: Candidates who complete the program are educational leaders who have the 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.6.1 Understand the Larger Context

6.1 Understand the Larger Context

a. Candidates act as informed consumers of educational theory and concepts appropriate to school context
and can demonstrate the ability to apply appropriate research methods to a school context.



                                                                                                                29
b. Candidates demonstrate the ability to explain how the legal and political systems and institutional
framework of schools have shaped a school and community, as well as the opportunities available to
children and families in a particular school.
c. Candidates demonstrate the ability to analyze the complex causes of poverty and other disadvantages and
their effects on families, communities, children, and learning.
d. Candidates demonstrate an understanding of the policies, laws, and regulations enacted by local, state, and
federal authorities that affect schools, especially those that might improve educational and social
opportunities.
e. Candidates demonstrate the ability to describe the economic factors shaping a local community and
the effects economic factors have on local schools.
f. Candidates demonstrate the ability to analyze and describe the cultural diversity in a school community.
g. Candidates can describe community norms and values and how they relate to the role of the school in
promoting social justice.
h. Candidates demonstrate the ability to explain various theories of change and conflict resolution and the
appropriate application of those models to specific communities.

6.2 Respond to the Larger Context
a. Candidates demonstrate the ability to communicate with members of a school community concerning
trends, issues, and potential changes in the environment in which the school operates, including
maintenance of an ongoing dialogue with representatives of diverse community groups.



6.3 Influence the Larger Context
a. Candidates demonstrate the ability to engage students, parents, and other members of the community in
advocating for adoption of improved policies and laws.
b. Candidates apply their understanding of the larger political, social, economic, legal, and cultural context
to develop activities and policies that benefit students and their families.
c. Candidates advocate for policies and programs that promote equitable learning opportunities and
success for all students, regardless of socioeconomic background, ethnicity, gender, disability, or other
individual characteristics.


Standard 7.0: Internship. 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.


7.1 Substantial
a. Candidates demonstrate the ability to accept genuine responsibility for leading, facilitating, and making
decisions typical of those made by educational leaders. The experience(s) should provide interns with
substantial responsibilities that increase over time in amount and complexity and involve direct interaction
and involvement with staff, students, parents, and community leaders.
b. Each candidate should have a minimum of six months of full-time internship experience.

7.2 Sustained



                                                                                                                 30
a. Candidates participate in planned intern activities during the entire course of the program, including an
extended period of time near the conclusion of the program to allow for candidate application of knowledge
and skills on a full-time basis.

7.3 Standards-based
a. Candidates apply skills and knowledge articulated in these standards as well as state and local standards
for educational leaders.
b. Experiences are designed to accommodate candidates' individual needs.


7.4 Real Settings
a. Candidates' experiences occur in multiple settings that allow for the demonstration of a wide range of
relevant knowledge and skills.
b. Candidates' experiences include work with appropriate community organizations such as social service
groups and local businesses.


7.5 Planned and Guided Cooperatively
a. Candidates' experiences are planned cooperatively by the individual, the site supervisor, and institution
personnel to provide inclusion of appropriate opportunities to apply skills, knowledge, and research
contained in the standards. These three work together to meet candidate and program needs.
b. Mentors are provided training to guide the candidate during the intern experience.


7.6 Credit
a. Candidates earn graduate credit for their intern experience.




                                                                                                            31
Appendix C




             32
Principal Seminar and Internship

Semester: ____________________________________

Professor: ____________________________________

Intern’s Name: ________________________________                  Site of
                                                                 Employment: _________________________________________

Field-Based Experience Information

                                           Site of               Activity          ISLLC Standard          Hours:
Date: Activity:                            Activity:             Topic:            Correlation:




Intern’s verification of hours, in conjunction with VCU Honor Code:


_________________________________________________
Signature



                                                                                                                     33
Appendix D




             34
               ELCC Standard                                        ISLLC Standard                                  Sample Activity
Standard 1: Candidates who complete the             Standard 1: An education leader promotes the            Attend building and district level strategic
program are educational leaders who have the        success of every student by facilitating the             planning meetings
knowledge and ability to promote the success of     development, articulation, implementation, and          Implement vision and mission at district
all students by facilitating the development,       stewardship of a vision of learning that is shared       and building level
articulation, implementation, and stewardship of    and supported by all stakeholders.                      Oversee grant proposals to gain resources
a school or district vision of learning supported                                                           Create action research around student
by the school community.                            Candidates…                                              learning
                                                        collaboratively develop and implement a            Assess existing and potential resources for
Candidates…                                                 shared vision and mission.                       attainment of school mission and/or vision
    develop a vision                                   collect and use data to identify goals,            Develop a vision of effective leadership,
    articulate a vision                                    assess organizational effectiveness, and         teaching, and learning for your school,
    implement a vision                                     promote organizational learning.                 department, or grade level
    steward a vision                                   create and implement plans to achieve              Facilitate the revision of the school
    promote community involvement in the                   goals.                                           mission statement
        vision                                          promote continuous and sustainable                 Review current requirements for your
                                                            improvement                                      school under No Child Left Behind and
                                                        monitor and evaluate progress and revise            compile a list of actions needed to meet
                                                            plans                                            NCLB guidelines
                                                                                                            With permission of the superintendent or
                                                                                                             principal, observe a district or school
                                                                                                             meeting where the leader plans to use
                                                                                                             collaborative decision making
                                                                                                            Evaluate SIP plans
                                                                                                            Compare building level SIP to district
                                                                                                            Critique communication in school or
                                                                                                             district

Standard 2: Candidates who complete the             Standard 2: An education leader promotes the            Chair school professional development
program are educational leaders who have the        success of every student by advocating,                  committee, assess needs
knowledge and ability                               nurturing, and sustaining a school culture and          Lead parent and teacher focus groups on
to promote the success of all students by           instructional program conducive to student               high-stakes testing and alternate testing
promoting a positive school culture, providing      learning and staff professional growth.                 Disaggregate student assessment data and
an effective instructional program, applying best                                                            prepare an analysis
practice to student learning, and designing         Candidates…                                             Participate in IEP meetings
comprehensive professional growth plans for             nurture and sustain a culture of                   Become a faculty representative for a
staff.                                                      collaboration, trust, learning, and high         community organization
                                                            expectations




                                                                                                                                                      35
Candidates…                                                 create a comprehensive, rigorous, and           Organize and implement programs to
    promote positive school culture                         coherent curricular program                      improve student achievement
    provide effective instructional programs               create a personalized and motivating            Initiate faculty sharing sessions on
    apply best practices to student learning                learning environment for students                technology
    design comprehensive professional growth               supervise instruction                           If allowed, observe teachers through
        plans                                               develop assessment and accountability            classroom observations and give feedback
                                                             systems to monitor student progress             Review teacher applications, participate in
                                                            develop the instructional and leadership         interviews, assist in selection committee
                                                             capacity of staff                               Serve on a committee for curriculum
                                                            maximize time spent on quality instruction       alignment
                                                            promote the use of the most effective and       Participate in or lead the examination of
                                                             appropriate technologies to support              testing policy and procedures in your
                                                             teaching and learning                            school
                                                            monitor and evaluate the impact of the          Develop and implement a school
                                                             instructional program                            improvement project base on an analysis
                                                                                                              of current school needs
                                                                                                             Participate in conference dealing with
                                                                                                              student discipline
                                                                                                             Participate in the district textbook
                                                                                                              selection process
                                                                                                             Participate in the process of student
                                                                                                              scheduling
                                                                                                             Survey school faculty on methods to
                                                                                                              motivate students
                                                                                                             Conduct a staff development activity at
                                                                                                              your school
                                                                                                             Meet with a school leader involved in
                                                                                                              implementing a district or school change
Standard 3: Candidates who complete the              Standard 3: An education leader promotes the            Serve on a hiring committee
program are educational leaders who have the         success of every student by ensuring                    Analyze budget and identify how specific
knowledge and ability                                management of the organization, operation, and           budget allocations support the school
to promote the success of all students by            resources for a safe, efficient, and effective           improvement strategic plan
managing the organization, operations, and           learning environment.                                   Work with central office and participate in
resources in a way that                                                                                       recruitment planning
promotes a safe, efficient, and effective learning   Candidates…                                             Develop staff orientation for induction into
environment.                                                                                                  the organization
                                                            monitor and evaluate the management and         Work with building administrator on
Candidates…                                                  operational systems                              budget process
    manage the organization



                                                                                                                                                       36
       manage operations                                obtain, allocate, align, and efficiently        Review building safety/crisis management
       manage resources                                  utilize human, fiscal, and technological         plan
                                                          resources                                       Conduct a needs assessment of building
                                                         promote and protect the welfare and safety       and grounds and repairs
                                                          of students and staff                           Prepare or update safety/crisis
                                                         develop the capacity for distributed             management plan
                                                          leadership                                      Observe student discipline process
                                                         ensure teacher and organizational time is       Serve on technology committee
                                                          focused to support quality instruction and      Work with teachers experiencing
                                                          student learning                                 challenges with discipline
                                                                                                          Develop student activities handbook
                                                                                                          Participate in the development of the
                                                                                                           school master schedule
                                                                                                          Participate in or lead some aspect of
                                                                                                           attendance report
                                                                                                          Review procedures and participate in
                                                                                                           school opening and closing of the school
                                                                                                           year
                                                                                                          Observe a food service worker in the
                                                                                                           preparation of a breakfast or lunch meal
Standard 4: Candidates who complete the           Standard 4: An education leader promotes the            Plan new student and parent orientation
program are educational leaders who have the      success of every student by collaborating with           program
knowledge and ability                             faculty and community members, responding to            Prepare monthly school newsletter,
to promote the success of all students by         diverse community interests and needs, and               including tips for parents
collaborating with families and other community   mobilizing community resources.                         Design a brochure for community support
members, responding to                                                                                    Provide conflict mediation or team
diverse community interests and needs, and        Candidates…                                              building training for faculty
mobilizing community resources.                       collect and analyze data and information           Develop a mentor program for at-risk
                                                          pertinent to the educational environment         students
Candidates…                                           promote understanding, appreciation, and           Attend and participate in PTA/PTO
    collaborate with families and other                  use of the community’s diverse cultural,         meetings
        community members                                 social, and intellectual resources              Design a school informational brochure
    respond to community interests and needs         build and sustain positive relationships           Assist in the development of written
    demonstrate the knowledge to mobilize                with families and caregivers                     communication to sent to parents or the
        community resources                           build and sustain productive relationships          public
                                                          with community partners                         Participate or lead in some aspect of a
                                                                                                           program to promote cultural diversity n the
                                                                                                           school or school district




                                                                                                                                                   37
                                                                                                             Participate in or lead the establishment of
                                                                                                              school partnerships
                                                                                                             Write a proposal to increase or improve
                                                                                                              parent involvement in the school and/or
                                                                                                              district
                                                                                                             Observe a school improvement meeting,
                                                                                                              assess the role of parents in the process,
                                                                                                              and provide recommendations for
                                                                                                              increasing parent effectiveness
                                                                                                             Compile a list of social agencies that will
                                                                                                              be helpful to all stakeholders

Standard 5: Candidates who complete the             Standard 5: An education leader promotes the             Participate in or lead an examination of the
program are educational leaders who have the        success of every student by acting with integrity,        school honor code
knowledge and ability                               fairness, and in an ethical manner.                      Participate in or lead the creation of a code
to promote the success of all students by acting                                                              of ethical practice
with integrity, fairly, and in an ethical manner.   Candidates…                                              Review the school’s budgeting process
                                                        ensure a system of accountability for every         Prepare a presentation to the faculty on
Candidates…                                                 student’s academic and social success             ethics
    act with integrity                                 model principles of self-awareness,                 Observe a student disciplinary meeting
    act fairly                                             reflective practice, transparency, and            with an ethical eye
    act ethically                                          ethical behavior                                 Examine the school’s symbols and
                                                        safeguard the values of democracy, equity,           traditions and develop new programs to
                                                            and diversity                                     build upon these
                                                        consider and evaluate the potential moral            Meet with group of students to gain their
                                                            and legal consequences of decision-               beliefs about ethical practices in the
                                                            making                                            classroom; then compile the list and make
                                                        promote social justice and ensure that               recommendations
                                                            individual student needs inform all aspects
                                                            of schooling

Standard 6: Candidates who complete the             Standard 6: An education leader promotes the             Attend a school board and interview a
program are educational leaders who have the        success of every student by understanding,                school board member about the challenges
knowledge and ability                               responding to, and influencing the political,             of the role
to promote the success of all students by           social, economic, legal, and cultural context.           Investigate the means by which
understanding, responding to, and influencing                                                                 administrators remain updated on legal
the larger political, social,                       Candidates…                                               issues
economic, legal, and cultural context.                  advocate for children, families, and                Attend a session in juvenile court
                                                            caregivers



                                                                                                                                                        38
Candidates…                             act to influence local, district, state, and      Attend a special education placement or
    understand the larger context       national decisions affecting student               annual review meeting
    respond to the larger context       learning                                          Participate or lead in the process of writing
    influence the larger context       assess, analyze, and anticipate emerging           a grant application or proposal
                                         trends and initiatives in order to adapt          Review the requirement for the current
                                         leadership strategies                              IDEIA and compile a list of
                                                                                            recommendations about what
                                                                                            administrators need to know about IDEIA
                                                                                            guidelines
                                                                                           Using current literature, compile a list of
                                                                                            current issues that affect teaching and
                                                                                            learning
                                                                                           Write a professional development plan or
                                                                                            be involved in the process to assist a
                                                                                            colleague to write a plan




                                                                                                                                      39
Appendix E




             40
                                   Internship Plan Template
                                                                            ISLLC         ELCC
                                                              E, MS, HS,   Standards    Standards
                             Activity                          CO, OA      Alignment    Alignment
School Budget:




Special Education Issues:




Human Resource Management:




Student Discipline:




Facilities Management:




                                                                                       41
Accountability for Improving Student Achievement:




Aspects of No Child Left Behind:




School Leadership:




Instructional Supervision:




                                                    42
Appendix F




             43
                                                      Generic Internship Plan
                                                                                                                 ISLLC        ELCC
                                                                                                   E, MS, HS,   Standards   Standards
                                            Activity                                                CO, OA      Alignment   Alignment
School Budget:

      Review the school districts and school budget process.                                                      3.B           3.3.a
      Become a member of the school budget process/committee as the budget is being prepared.                     3.B           3.3.a
      Work with the school principal and/or bookkeeper on the school budget.                                      3.B           3.3.a
      Attend a budget hearing or workshop.                                                                        3.B           3.3.a
      Analyze the budget and identify how specific budget allocations support the school                          3.B           3.3.a
       improvement strategic plan.
Special Education Issues:

    Participate in IEP meetings.                                                                                  2.C           2.3.a
    Observe special education student disciplinary meeting.                                                       2.C           2.3.b
    Prepare a special education mediation or team building training for all faculty.                              2.C           2.4.a
    Prepare and present a professional development activity for updates on special education                      2.F           2.4.a
     issues and/or IDEIA.
   Review the requirements for the current IDEIA and compile a list of recommendations about                      2.F           2.1.a
     what administrators need to know about IDEIA guidelines.
Human Resource Management:

      Work with central office and participate in recruitment planning.                                           3.B           3.1.b
      Work with school personnel in the development of staffing needs.                                            3.A           3.3.a
      Participate and/or lead some aspect of the process of interviewing for school personnel.                    3.B           3.1.b
      Interview central office personnel about the human resources aspect of school leadership.                   3.A           3.1.a
      If regulations permit, sit-in on a teacher personnel issue.                                                 3.B           3.2.a


Student Discipline:


                                                                                                                            44
      Work with a parent on a student behavior intervention plan.                                   4.C        4.1.b
      Participate in a conference which focuses on student discipline.                              4.C        4.1.b
      Develop strategies for teachers who are having problems with student discipline.              2.D        2.3.b
      Sit-in and/or be a part of a special education discipline team.                               2.F        2.3.b
      Interview the central office hearing officer in your school district.                         2.F        2.3.c

Facilities Management:

    Review building safety/crisis management plan.                                                  3.C        3.2.c
    Conduct a needs assessment of the building and grounds repairs.                                 3.A        3.2.a
    Conduct an inventory of some aspect of facilities management.                                   3.A        3.2.a
    Work with support personnel with a program to improve school efficiency or school safety.       3.C        3.2.a
    Observe a food service worker in the preparation of a breakfast or lunch meal.                  3.A        3.2.a
Accountability for Improving Student Achievement:

    Lead a parent and teacher focus group on high-stakes testing and alternate testing.             2.E        2.4.a
    Meet with parents at parent conferences on improving student achievement.                       4.C        4.1.b
    Disaggregate student assessment data and prepare an analysis.                                   2.E        2.2.a
    Organize and implement programs to improve student achievement.                                 2.B        2.2.b
    Serve on a committee for curriculum alignment.                                                  2.B        2.2.a
Aspects of No Child Left Behind:

      Review current requirements for your school under NCLB and compile a list of actions          1.B        1.2.b
       needed meet NCLB guidelines.
      Work with school leaders to lead professional development sessions for improving student      1.D        1.2.b
       achievement under NCLB.
      Work with school leaders to analyze SOL data to ensure that the school has a plan of action   1.E        1.4.b
       for NCLB alignment.
      Develop and implement a school improvement project based on an analysis of current school     2.E        2.3.c
       needs.
      Participate in or lead an examination of testing policy and procedures in your school.        2.E        2.3.a

School Leadership:

                                                                                                           45
      Lead a faculty meeting on some aspect of promoting appropriate technologies.                    2.I        2.2.c
      Lead and participate in a school improvement session with all stakeholders.                     2.F        2.4.a
      Facilitate the revision of the school mission statement.                                        1.A        1.3.b
      Become a faculty representative to a community organization where you represent a school        2.F        2.2.a
       leader.
     Lead a group in some aspect of cultural diversity in the school or school district.              4.B        4.2.a
Instructional Supervision:

      If allowed, observe teachers through classroom observation and give feedback.                   2.D        2.3.b
      Work with special education teachers who are having problems to motivate students and help      2.D        2.3.b
       students be successful.
      Initiate professional development sessions for faculty on the observation/evaluation process.   2.D        2.4.a
      Survey faculty on methods to motivate students.                                                 2.C        2.3.b
      Work with faculty to organize and implement programs to improve student achievement.            2.E        2.3.c




                                                                                                             46
Appendix G




             47
                                Internship Checklist


______ Meet the criteria for eligibility for Administrative Internship I: ADMS 671
       (Full admission status; no grades of Incomplete; evidence provided of meeting
       technology standards and completing child abuse/neglect recognition training; meet
       university's Graduate School academic requirements for graduation; adviser/department
       head approval of internship application, successful completion of Internship I.)

______ Send evidence of meeting technology standards to your advisor.

______ Send evidence of completing the Child Abuse/Neglect Recognition Training to
       your advisor.

______ Choose a site for your Administrative Internships II and III experience and gain
       approval from the on-site supervisor.

______ Complete and turn-in the internship application to the Internship Coordinator for
       Administrative Internships II and III.

______ Complete the field-based experiences in six courses (ADMS 600;ADMS 601:
       two experiences; ADMS 610; ADMS 620; ADMS 632; ADMS 640, EDUS
       660).

______ Keep, in Excel spreadsheet, a record of approximately 30 hours for each of the
       field-based experiences for a maximum of 210 hours.

______ Read carefully the explanation for course requirements in the syllabus.

______ Work collaboratively with your on-site supervisor to devise your internship plan.

______ Have your internship plan approved by your university supervisor at the first
       class meeting for Administrative Internship II: ADMS 671..

______ Work collaboratively with your on-site supervisor and university supervisor
       during the internship experience.

______ Write reflective journals and send the journals to your university supervisor
       weekly. These reflections are also part of the internship notebook.

______ Attend and participate in Administrative Internship II and III meetings with the
       university instructor.

______ Complete the internship self-assessment.

______ Have three colleagues complete the observer assessment.


                                                                                           48
______ Ensure that the on-site supervisor completes the on-site supervisor assessment.

______ Complete all parts of the internship notebook.

______ Complete all parts of the personal portfolio.

______ Register for and take the School Leaders Licensure Assessment (SLLA).

______ Complete Administrative Internship II and III.




                                                                                         49
Appendix H




             50
Virginia Commonwealth University
School of Education
Educational Leadership Department

        The Educational Leadership faculty, after careful consideration, decided to accept the 43
dispositions identified by the Interstate School Leaders Licensure Consortium (ISLLC, 1996) as
the dispositions for the Educational Leadership program. This decision was made in the
knowledge that the wording of ISLLC is currently under revision, under the auspices of the
Interstate Consortium on School Leadership (ICSL).

                               Rationale for choice of dispositions

       The ISLLC dispositional statements link strongly to the eight general dispositions of the
School of Education Conceptual Framework, but have the advantage of underpinning the
foundation of the Educational Leadership Program Standards enshrined in the outcomes of the
Educational Leadership Constituent Council (ELCC) process of the National Policy Board for
Educational Administration (NPBEA). The National Council for Accreditation of Teacher
Education (NCATE) has approved the ELCC program standards for Educational Leadership
Programs in accredited schools.

                                Rationale for dispositions survey

        The Educational Leadership Program faculty decided to survey students, as a first step
towards the development of a set of instruments with which to measure the dispositions of
students in the VCU Educational Leadership Program (as required of all NCATE-accredited
programs). The outcome of this survey will help in developing an understanding of where VCU
students stand in terms of the ISLLC dispositional elements, and will provide critical information
to guide the on-going process of dispositional assessment. While you are asked to identify
yourself on this survey, your responses will be kept confidential, and will not in any way
affect your grades on any coursework.

        In the following pages you will be asked to indicate the extent to which each of the 43
dispositional statements represent a belief, value, commitment or an instance of a professional
ethic that influences your behavior towards students, families, colleagues, and communities,
that affects your students’ learning, motivation, and development, as well as your own
personal professional growth.


        Please sign and date below to validate that you have read and considered the 43
dispositional statements as part of your being involved in this survey.

Print Name: __________________________________________________________________

Signed:_______________________________________________ Date:_________________




                                                                                               51
Please check the appropriate box to indicate the extent to which each of the following statements
describes your belief in, or the value you place on, or your commitment to the particular
statement. At the top end of the scale, the beliefs, values and commitments that you select as
vitally important should be those that permeate your most important actions as a teacher—unless
an observer understood the depth of these beliefs, values, commitments he or she would have
difficulty completely understanding what you do. At the bottom end of the scale lie those
statements about which you are indifferent. Others may hold them as important, but, for you,
they just are not in your belief, value or commitment framework.

ISLLC Standard 1
 I believe in,      Not a belief,    A background     Part of my belief,   A significant    A vitally
 value, and am      value,           belief, value,   value,               belief, value,   important belief,
                    commitment for   commitment       commitment           commitment       value,
 committed to…      me               for me           framework            for me           commitment for
                                                                                            me
 the educability
 of all
 a school vision
 of high
 standards of
 learning
 continuous
 school
 improvement
 the inclusion of
 all members of
 the school
 community
 ensuring that
 students have
 the knowledge,
 skills, and
 values needed
 to become
 successful
 adults
 a willingness to
 continuous-ly
 examine one’s
 own
 assumptions,
 beliefs, and
 practices
 doing the work
 required for
 high levels of
 personal and
 organization
 performance

                                                                                                         52
ISLLC Standard 2
 I believe in,        Not a belief,   A background     Part of my       A significant    A vitally
 value, and am        value,          belief, value,   belief, value,   belief, value,   important
                      commitment      commitment       commitment       commitment       belief, value,
 committed to…        for me          for me           framework        for me           commitment
                                                                                         for me
student learning
as the
fundamental
purpose of
schooling
the proposition
that all students
can learn
the variety of
ways in which
students can learn
life long learning
for self and others
professional
development as
an integral part of
school
improvement
the benefits that
diversity brings to
the school
community
a safe and
supportive
learning
environment
preparing
students to be
contributing
members of
society




                                                                                                     53
ISLLC Standard 3
 I believe in,      Not a belief,   A background     Part of my       A significant    A vitally
 value, and am      value,          belief, value,   belief, value,   belief, value,   important
                    commitment      commitment       commitment       commitment       belief, value,
 committed to…      for me          for me           framework        for me           commitment
                                                                                       for me
making
management
decisions to
enhance learning
and teaching
taking risks to
improve schools
trusting people
and their
judgments
accepting
responsibility
high-quality
standards,
expectations, and
performances
involving
stakeholders in
management
processes
a safe
environment




                                                                                                   54
ISLLC Standard 4
 I believe in,       Not a belief,   A background     Part of my       A significant    A vitally
 value, and am       value,          belief, value,   belief, value,   belief, value,   important
                     commitment      commitment       commitment       commitment       belief, value,
 committed to…       for me          for me           framework        for me           commitment
                                                                                        for me
schools’
operating as an
integral part of
the larger
community
collaboration and
communication
with families
the involvement
of families and
other stakeholders
in school
decision-making
processes
the proposition
that diversity
enriches the
school
families as
partners in the
education of their
children
the proposition
that families have
the best interests
of their children
in mind
the need to bring
the resources of
the family and
community to
bear on the
education of
students
sustaining an
informed public




                                                                                                    55
ISLLC Standard 5
 I believe in,       Not a belief,   A background     Part of my       A significant    A vitally
 value, and am       value,          belief, value,   belief, value,   belief, value,   important
                     commitment      commitment       commitment       commitment       belief, value,
 committed to…       for me          for me           framework        for me           commitment
                                                                                        for me
the ideal of the
common good
the principles in
the Bill of Rights
the right of every
student to a free,
quality education
bringing ethical
principles to the
decision-making
process
subordinating
one’s own interest
to the good of the
school
community
accepting the
consequences for
upholding one’s
principles and
actions
using the
influence of one’s
office
constructively
and productively
in the service of
all
students and their
families
the development
of a caring school
community




                                                                                                    56
ISLLC Standard 6
 I believe in,       Not a belief,   A background     Part of my       A significant    A vitally
 value, and am       value,          belief, value,   belief, value,   belief, value,   important
                     commitment      commitment       commitment       commitment       belief, value,
 committed to…       for me          for me           framework        for me           commitment
                                                                                        for me
education as a
key to
opportunity and
social mobility
recognizing a
variety of ideas,
values, and
cultures
the importance of
a continuing
dialogue with
other decision
makers affecting
education
actively
participating in
the political and
policy-making
context in the
service of
education
using legal
systems to protect
student rights and
improve student
opportunities




                                                                                                    57
Concordance Chart: The following are suggested links between the 43 ISSLC Dispositions and the 8 VCU
School of Education Conceptual Framework Dispositions.

          ISLLC\VCU      I3       II 5     III 3    III 4    III 5     IV 2     IV 3     IV 4
              1.1        x                                     x
              1.2        x                                     x
              1.3                                              x                 x
              1.7                           x        x                  x
              1.5                  x                          x                  x
              1.6                                                                x
              1.7                                             x                  x
              2.1                                             x
              2.2                                             x         x
              2.3                                             x         x
              2.4                                                                x
              2.5        x                                    x
              2.6                                                       x
              2.7                  x         x                 x
              2.8                            x                 x
          ISLLC\VCU      I3       II 5     III 3    III 4    III 5     IV 2     IV 3     IV 4
              3.1                                              x
              3.2        x
              3.3                                                       x
              3.4                                             x
              3.5                                             x
              3.6                                    x                  x
              3.7                  x        x
              4.1                           x        x
              4.2                           x        x
              4.3                           x        x
              4.4                                                       x
              4.5                           x         x
              4.6                           x         x
              4.7                           x         x
              4.8                                     x        x        x
          ISLLC\VCU      I3       II 5     III 3    III 4    III 5     IV 2     IV 3     IV 4
              5.1        x
              5.2        x
              5.3                                             x
              5.4                                                                         x
              5.5        x
              5.6        x
              5.7                                    x                  x
              5.8                           x        x
              6.1                           x
              6.2                  x                                    x
              6.3        x                                              x
              6.4        x                  x
              6.5        x




                                                                                                       58
Appendix I




             59
                                                      Internship Application
                                               EDUCATIONAL LEADERSHIP
                                                 SCHOOL OF EDUCATION
                                          VIRGINIA COMMONWEALTH UNIVERSITY
Applications are due April 15th for Fall internship; October 30th for Spring; and March 15th for Summer. Students may enroll in
the Internship course during their last two semesters. Return completed applications to Dr. Harold Wright, Internship Coord. Fax:
804.827.0771. Be sure your advisor has a copy of your teaching license indicating that you have fulfilled Child Abuse
Recognition and Technology Standards. Your principal must sign this form even though he/she may not be your site-
supervisor.

Candidate’s advisor : ________________________

SECTION A:
NAME_____________________________________________________________ VCU V#__________________________________
                 LAST             FIRST               MIDDLE

ADDRESS____________________________________________________________________________________________________
                 STREET                     CITY                      STATE                 ZIP

DAYTIME                              HOME
TELEPHONE __________________________ TELEPHONE _________________________ E-MAIL ___________________________


CURRENT EMPLOYER/ADDRESS: _________________________________________________________________________________

SECTION B:
SEMESTER FOR PLACEMENT:        FALL ________       SPRING ________       SUMMER ________            YEAR: ________________

SECTION C:
PRIMARY SITE*: _____________________________________________________________________________________________
                             NAME OF SITE                                SCHOOL DISTRICT                     TELEPHONE

SCHOOL ADDRESS: ___________________________________________________________________________________________
                                            STREET                       CITY           STATE                        ZIP

SITE SUPERVISOR: _____________________________________________                             _____________________________________
                              NAME (PLEASE PRINT)                                                    WORK TELEPHONE

                   _____________________________________________                           _____________________________________
                                POSITION TITLE                                                       E-MAIL ADDRESS

                   _____________________________________________                           _____________________________________
                                SIGNATURE                                                                DATE

PRINCIPAL’S SIGNATURE: _______________________________________                             _____________________________________
                                                                                                         DATE

INTERN’S SIGNATURE: __________________________________________                             _____________________________________
                                                                                                        DATE

ADVISOR’S SIGNATURE: _________________________________________                             _____________________________________
                                                                                                        DATE

DEPT. CHAIR’S SIGNATURE: ______________________________________                            _____________________________________
                                                                                                         DATE


                                  RETURN THIS FORM TO THE INTERNSHIP COORDINATOR
                                  *Please list all additional internship sites on the back of this form.

                                                                                                                                60
Appendix J




             61
                              21st Century
                                Self-Assessment

                       School Administrator Skills
                                 SELF-ASSESSMENT
Intern Candidate’s Name                                                              Date

Instructions: Read the definition for each skill dimension. Reflect on your current behavior and practice as it
relates to the skill dimension and its definition. Read each behavioral statement below the definition and write
in the number for each item that best describes your behavior. Use the attached rubric on page 7 to help you
determine which number to use, and be honest with yourself. This self-assessment is intended for your personal
use. You may share it others as you see fit. Copy the Observer Assessment and rubric that follow the Self-
Assessment and distribute copies to as many colleagues as you like, if you would like to collect their
perceptions of your behavior.
.
                                        EDUCATIONAL LEADERSHIP


Setting Instructional Direction: Implementing strategies for improving teaching and learning including
putting programs and improvement efforts into action. Developing a vision and establishing clear goals;
providing direction in achieving stated goals; encouraging others to contribute to goal achievement; securing
commitment to a course of action from individuals and groups. (ELCC 7.3, 7.4: ISLLC 1, 4)

1=Unacceptable          2=Developing            3=Acceptable         4=Target        na=not applicable



        1.   I articulate a clear vision for the school and its efforts (ELCC 1.2)

        2.   I set high expectations for myself and for others (ELCC 2.1)
             I encourage innovation toward improvement of teaching and learning
        3.
             (ELCC 2.2)
        4.   I set and clarify measurable objectives (ELCC 2.2)
             I generate enthusiasm and work to persuade others to work together to
        5.
             accomplish common goals (ELCC 1.3)
             I develop alliances and/or resources outside the school that improve the
        6.
             quality of teaching and learning (ELCC 2.2, 4.1, 4.3)
        7.   I clearly articulate expectations regarding the performance of others

        8.   I acknowledge achievement and accomplishment of others (ELCC 1.4)
             I seek commitment of all involved to a specific course of action
        9.
             (ELCC 1.5, 6.3)
        Add the numbers and divide the sum by 9. Enter the S.I.D. quotient here.


                                                                                                                62
Teamwork: Seeking and encouraging involvement of team members. Modeling and encouraging the behaviors
that move the group to task completion. Supporting group accomplishment. (ELCC 7.1, 7.3; ISLLC 1,2)

1=Unacceptable            2=Developing           3=Acceptable         4=Target       na=not applicable



         10.   I support the ideas and views of team members to solve problems

         11.   I encourage others to share their ideas (ELCC 3.2)

         12.   I contribute ideas toward achieving a solution

         13.   I assist in the operational tasks of the team (ELCC 3.1)

         14.   I seek input from others regarding their own ideas and solutions
               I assist the team in maintaining the direction needed to complete a task
         15.
               (ELCC 3.3)
         16.   I seek consensus among team members

         Add the numbers and divide the sum by 7. Enter the T. quotient here.


Sensitivity: Perceiving the needs and concerns of others; dealing tactfully with others in emotionally stressful
situations or in conflict. Knowing what information to communicate and to whom. Appropriately relating to
people of varying ethnic, cultural, and religious backgrounds. (ELCC 7.3; ISLLC 2,5)

1=Unacceptable            2=Developing           3=Acceptable         4=Target       na=not applicable


               I deal appropriately and tactfully with people from different backgrounds
         17.
               (ELCC 1.5, 4.2)
         18.   I elicit perceptions, feelings, and concerns of others (ELCC 5.1)

         19.   I voice disagreement without creating unnecessary conflict (ELCC 5.2)
             I anticipate responses of others and act to reduce negative impact
         20.
             (ELCC 5.1)
             I communicate necessary information to the appropriate persons in a timely
         21.
             manner
             I express verbal and/or non-verbal recognition of feelings, needs, and
         22.
             concerns of others (ELCC 5.1)
             I respond tactfully to others in emotionally stressful situations or in conflict
         23.
             (ELCC 5.2)
         24.   I take action to divert unnecessary conflict (ELCC 5.2, 5.3)

         25.   I respond in a timely manner to others who initiate contact with me

         Add the numbers and divide the sum by 9. Enter the S. quotient here.


                                                                                                                   63
                                RESOLVING COMPLEX PROBLEMS


Judgment: Reaching logical conclusions and making high quality decisions based on available information.
Assigning appropriate priority to significant issues. Exercising appropriate caution in making decisions and in
taking action. Seeking out relevant data, facts and impressions. Analyzing and interpreting complex
information. (ELCC 7.3; ISLLC 2,5)

1=Unacceptable            2=Developing            3=Acceptable         4=Target        na=not applicable

         26.   I assign appropriate priority to issues and tasks (ELCC 3.2)
               I take appropriate caution when dealing with unfamiliar issues and
         27.
               individuals
         28.   I avoid reaching quick conclusions and making decisions with limited data

         29.   I evaluate information to determine the important elements (ELCC 1.2)

         30.   I communicate a clear rationale for a decision (ELCC 1.3)
               I seek additional information about issues and events relevant to the school
         31.
               (ELCC 2.1)
         32.   I seek relevant sources of information to confirm or refute assumptions

         33.   I seek to clarify information by asking follow-up questions

         34.   I seek to identify the cause of a problem

         35.   I seek to establish relationships among issues and events

         Add the numbers and divide the sum by 10. Enter the J. quotient here.

Results Orientation: Assuming responsibility. Recognizing when a decision is required. Taking prompt
action as issues emerge. Resolving short-term issues while balancing them against long-term objectives. (ELCC
7.3; ISLLC 3, 6)

1=Unacceptable            2=Developing            3=Acceptable         4=Target        na=not applicable

         36.   I take action to move issues toward closure in a timely manner (ELCC 3.1)
               I take responsibility to implement initiatives to improve teaching and
         37.
               learning (ELCC 2.2)
         38.   I determine the criteria that indicate a problem or issue is resolved
               I consider the long-term and short-term implications of a decision before
         39.
               taking action (ELCC 2.3)
         40.   I am able to see the big picture (ELCC 6.1)

         Add the numbers and divide the sum by 5. Enter the R. O. quotient here.

                                                                                                                  64
Organizational Ability: Planning and scheduling one’s own and the work of others so that resources are used
appropriately. Scheduling flow of activities; establishing procedures to monitor projects. Practicing time and
task management; knowing what to delegate and to whom. (ELCC 7.2, 7.3; ISLLC 3)

1=Unacceptable           2=Developing             3=Acceptable       4=Target      na=not applicable


        41.   I delegate responsibilities to others
              I plan follow-up to monitor progress of delegated responsibilities
        42.
              (ELCC 3.1)
        43.   I develop action plans (ELCC 1.1, 1.3)
              I monitor progress of plans and adjusts plans or actions as needed
        44.
              (ELCC 3.1)
        45.   I establish timelines, schedules, and milestones

        46.   I am well prepared for meetings

        47.   I make effective use of available resources (ELCC 3.3)

        Add the numbers and divide the sum by 7. Enter the O. A. quotient here.


                                            COMMUNICATION

Oral Communication: Clearly communicating when speaking to individuals, small groups, and large groups.
Making oral presentations that are clear and easy to understand.

1=Unacceptable           2=Developing             3=Acceptable       4=Target      na=not applicable

              Demonstrates effective presentation skills, e.g., opening and closing
        48.
              comments, eye contact, enthusiasm, confidence, rapport, use of visual aids
        49.   I speak articulately

        50.   I use grammar properly

        51.   I tailor messages to meet the needs of unique audiences (ELCC 6.2)

        52.   I clearly present thoughts and ideas in one-on-one presentations

        53.   I clearly present thoughts and ideas in small group presentations

        54.   I clearly present thoughts and ideas in formal, large-group presentations

        Add the numbers and divide the sum by 7. Enter the O. C. quotient here.




                                                                                                             65
Written Communication: Expressing ideas clearly in writing; demonstrating technical proficiency. Writing
appropriately for different audiences. (ELCC 7.3)

1=Unacceptable            2=Developing           3=Acceptable        4=Target        na=not applicable

    55.   I write concisely

    56.   I demonstrate technical proficiency in writing

    57.   I express ideas clearly in writing

    58.   I write appropriately for different audiences

    Add the numbers and divide the sum by 4. Enter the W. C. quotient here.

                                 DEVELOPING SELF AND OTHERS

Development of Others: Teaching, coaching, and helping others. Providing specific feedback based on
observations and data. (ELCC 7.3; ISLLC 2)
1=Unacceptable            2=Developing           3=Acceptable        4=Target        na=not applicable

    59.   I share information and expertise from personal experiences (ELCC 2.3)
          I motivate others to change behaviors that inhibit professional and
    60.
          organizational growth (ELCC 2.3)
          I suggest specific developmental activities to assist others’ professional
    61.
          growth (ELCC 2.4)
          I give behaviorally-specific feedback focusing on behaviors, not the person
    62.
          (ELCC 2.2)
          I ask a protégé what he/she perceives to be strengths and weaknesses and
    63.
          what he/she wants to improve
          I seek agreement on specific actions to be taken by a protégé for his/her
    64.
          development and growth
    Add the numbers and divide the sum by 6. Enter the D. O. quotient here.

Understanding Own Strengths and Weaknesses: Understanding personal strengths and weaknesses. Taking
responsibility for improvement by actively pursuing developmental activities. Striving for continuous learning.
(ELCC 7.3; ISLLC 2)

1=Unacceptable            2=Developing           3=Acceptable        4=Target        na=not applicable

          65.   I recognize and appropriately communicate my own strengths

          66.   I recognize and manage my own developmental needs (ELCC 2.4)
                I actively pursue personal growth through participation in planned
          67.
                developmental activities (ELCC 2.4)
          Add the numbers and divide the sum by 3. Enter the U.S.W. quotient here.

                                                                                                             66
Analysis
   1. In the matrix below enter for each skill dimension the skill quotient computed in your self-assessment.

   2. When you have collected observer assessments from all the colleagues to whom you distributed them,
      average the ratings for each skill dimension and enter the mean in the appropriate space in the observer
      average column.

   3. Subtract the observer average from the self-assessment skill quotient for each skill dimension.

   4. Study the results. Plus or minus differences of greater or less than 1 may indicate areas you want to
      focus on for professional development. In which skill dimensions do others see you performing better
      than you see yourself? In which ones do you see yourself performing better than your observers perceive
      you to be performing?

   5. For differences of greater or less than one, compare your self-ratings on each behavioral indicator with
      the average ratings of observers on the same indicator to determine which behaviors you might seek to
      develop.

 Skill
                 Skill Dimension                   Skill Quotient     Observer Average          Difference
 Area

                 Setting Instructional Direction
 Instructional
   Direction
    Setting




                 Teamwork

                 Sensitivity

                 Judgment
 Resolving

 Problems
 Complex




                 Results Orientation

                 Organizational Ability
 Communi




                 Oral Communication
  cation
  Skills




                 Written Communication
 Developing




                 Development of Others
  Self and
  Others




                 Understanding Own Strengths
                 and Weaknesses




                                                                                                                67
                         21st Century School Administrators’ Skills
                                    Self - Assessment for
                                   Internship Candidates

                             Rubric for Rating Your Performance

Over the course of the Internship, you will be afforded a variety of experiences. Based upon
your current work experiences, please rate on a 1 – 4 scale the degree to which you believe you
have exhibited the behaviors listed on pages 1-5 of this document. The numbers and
corresponding ratings and descriptors are provided below:


         Number       Rating                         Descriptor
           1        Unacceptable I provided little evidence of this behavior or
                                 little evidence of growth in this behavior in most
                                 settings across most responsibilities

             2      Developing      I am beginning to provide evidence of this
                                    behavior or have shown some evidence of
                                    growth in this behavior in some settings across
                                    some responsibilities

             3      Acceptable      I have made progress in providing evidence of
                                    this behavior more frequently in several settings
                                    across most responsibilities

             4      Target          I consistently provide evidence of exhibiting
                                    this behavior in a variety of settings across a
                                    myriad of responsibilities

            n/a     Not             I did not have opportunities to provide evidence
                    Applicable      of this behavior




                                                                                             68
Appendix K




             69
                                      21st Century
                           School Administrator Skills
                           Observer Assessment for Instructional Leaders
                               OBSERVER ASSESSMENT
Intern Candidate’s Name ________________________________ Date ____________

Read each behavioral statement below the definition and write in the number for each item that best describes
the candidate’s behavior. Use the attached rubric on page 13 to help you determine which number to use, and be
honest!

                                    EDUCATIONAL LEADERSHIP

Setting Instructional Direction: Implementing strategies for improving teaching and learning including
putting programs and improvement efforts into action. Developing a vision and establishing clear goals;
providing direction in achieving stated goals; encouraging others to contribute to goal achievement; securing
commitment to a course of action from individuals and groups. (ELCC 7.3, 7.4: ISLLC 1,4)

1=Unacceptable            2=Developing          3=Acceptable         4=Target       na=not applicable


        1.   This person articulates a clear vision for the school and its efforts (ELCC 1.2)

        2.   This person sets high expectations for self and others (ELCC 2.1)

        3.
             This person encourages innovation toward improved teaching and learning
             (ELCC 2.2)
        4.   This person sets and clarifies measurable objectives (ELCC 2.2)
             This person generates enthusiasm and works to persuade others to work
        5.
             together to accomplish common goals (ELCC 1.3)
             This person develops alliances and/or resources outside the school that
        6.
             improve the quality of teaching and learning(ELCC 2.2, 4.1, 4.3)
             This person clearly articulates expectations regarding the performance of
        7.
             others
        8.
             This person acknowledges achievement and accomplishment of others
             (ELCC 1.4)
        9.
             This person seeks commitment of all involved to a specific course of action
             (ELCC 1.5, 6.3)




                                                                                                                70
Teamwork: Seeking and encouraging involvement of team members. Modeling and encouraging the behaviors
that move the group to task completion. Supporting group accomplishment. (ELCC 7.1, 7.3: ISLLC 1,2)

1=Unacceptable             2=Developing         3=Acceptable         4=Target       na=not applicable

        10.   This person supports the ideas and views of team members to solve problems

        11.   This person encourages others to share their ideas (ELCC 3.2)

        12.   This person contributes ideas toward achieving a solution

        13.   This person assists in the operational tasks of the team (ELCC 3.1)

        14.   This person seeks input from others regarding their own ideas and solutions
              This person assists the team in maintaining the direction needed to complete
        15.
              a task (ELCC 3.3)
        16.   This person seeks consensus among team members


Sensitivity: Perceiving the needs and concerns of others; dealing tactfully with others in emotionally stressful
situations or in conflict. Knowing what information to communicate and to whom. Appropriately relating to
people of varying ethnic, cultural, and religious backgrounds. (ELCC 7.3; ISLLC 2,5)

1=Unacceptable             2=Developing         3=Acceptable         4=Target       na=not applicable

              This person deals appropriately and tactfully with people from different
        17.
              backgrounds (ELCC1.5, 4.2)
        18.   This person elicits perceptions, feelings, and concerns of others (ELCC 5.1)

        19.
              This person voices disagreement without creating unnecessary conflict
              (ELCC 5.2)
            This person anticipates responses of others and acts to reduce negative
        20.
            impact (ELCC 5.1)
            This person communicates necessary information to the appropriate persons
        21.
            in a timely manner
            This person expresses verbal and/or non-verbal recognition of feelings,
        22.
            needs, and concerns of others (ELCC 5.1)
            This person responds tactfully to others in emotionally stressful situations or
        23.
            in conflict (ELCC 5.3)
        24.   This person diverts unnecessary conflict (ELCC 5.2, 5.3)

        25.   This person responds in a timely manner to others who initiate contact




                                                                                                                   71
                               RESOLVING COMPLEX PROBLEMS


Judgment: Reaching logical conclusions and making high quality decisions based on available information.
Assigning appropriate priority to significant issues. Exercising appropriate caution in making decisions and in
taking action. Seeking out relevant data, facts and impressions. Analyzing and interpreting complex
information. (ELCC 7.3; ISLLC 2 5)

1=Unacceptable           2=Developing           3=Acceptable         4=Target       na=not applicable


    26.   This person assigns appropriate priority to issues and tasks (ELCC 3.2)
        This person is appropriately cautious when dealing with unfamiliar issues
    27.
        and individuals
        This person avoids reaching quick conclusions and making decisions with
    28.
        limited data
    29.
        This person evaluates information to determine the important elements
          (ELCC 1.2)
    30.   This person communicates a clear rationale for a decision (ELCC 1.3)

    31.   This person seeks additional information (ELCC 2.1)
          This person seeks relevant sources of information to confirm or refute
    32.
          assumptions
    33.   This person seeks to clarify information by asking follow-up questions

    34.   This person seeks to identify the cause of a problem

    35.   This person seeks relationships among issues and events


Results Orientation: Assuming responsibility. Recognizing when a decision is required. Taking prompt
action as issues emerge. Resolving short-term issues while balancing them against long-term objectives. (ELCC
7.3; ISLLC 3, 6)

1=Unacceptable           2=Developing           3=Acceptable         4=Target       na=not applicable



    36.
          This person takes action to move issues toward closure in a timely manner
          (ELCC 3.1)
        This person takes responsibility to implement initiatives to improve teaching
    37.
        and learning (ELCC 2.2)
        This person determines the criteria that indicate a problem or issue is
    38.
        resolved
        This person considers the long-term and short-term implications of a
    39.
        decision before taking action (ELCC 2.3)
    40.   This person sees the big picture (ELCC 6.1)


                                                                                                                  72
Organizational Ability: Planning and scheduling one’s own and the work of others so that resources are used
appropriately. Scheduling flow of activities; establishing procedures to monitor projects. Practicing time and
task management; knowing what to delegate and to whom. (ELCC 7.2, 7.3: ISLLC 3)

1=Unacceptable            2=Developing            3=Acceptable        4=Target        na=not applicable



41.   This person delegates responsibilities to others

42.
      This person plans follow-up to monitor progress of delegated responsibilities
      (ELCC 3.1)
43.   This person develops action plans (ELCC 1.1, 1.3)
      This person monitors progress of plans and adjusts plans or actions as
44.
      needed (ELCC 3.1)
45.   This person establishes timelines, schedules, and milestones

46.   This person is well prepared for meetings

47.   This person makes effective use of available resources (ELCC 3.3)



                                            COMMUNICATION

Oral Communication: Clearly communicating when speaking to individuals, small groups, and large groups.
Making oral presentations that are clear and easy to understand.
1=Unacceptable            2=Developing            3=Acceptable        4=Target        na=not applicable



      This person demonstrates effective presentation skills, e.g., opening and
48.   closing comments, eye contact, enthusiasm, confidence, rapport, use of
      visual aids
49.   This person speaks articulately

50.   This person uses grammar properly

51.
      This person tailors messages to meet the needs of unique audiences
      (ELCC 6.2)
52.   This person clearly presents thoughts and ideas in one-on-one presentations

53.   This person clearly presents thoughts and ideas in small group presentations
      This person clearly presents thoughts and ideas in formal, large-group
54.
      presentations




                                                                                                             73
Written Communication: Expressing ideas clearly in writing; demonstrating technical proficiency. Writing
appropriately for different audiences. (ELCC 7.3)
1=Unacceptable             2=Developing         3=Acceptable        4=Target       na=not applicable

        55.   This person writes concisely

        56.   This person demonstrates technical proficiency in writing

        57.   This person expresses ideas clearly in writing

        58.   This person writes appropriately for different audiences


                                   DEVELOPING SELF AND OTHERS


Development of Others: Teaching, coaching, and helping others. Providing specific feedback based on
observations and data. (ELCC 7.3; ISLLC 2)
1=Unacceptable             2=Developing         3=Acceptable        4=Target       na=not applicable

        59.
              This person shares information and expertise from personal experiences
              (ELCC 2.3)
              This person motivates others to change behaviors that inhibit professional
        60.
              and organizational growth (ELCC 2.3)
        61.   This person suggests specific developmental activities (ELCC 2.4)
            This person gives behaviorally-specific feedback focusing on behaviors, not
        62.
            the person (ELCC 2.2)
            This person asks the person what he/she perceives to be strengths and
        63.
            weaknesses and what he/she wants to improve
            This person seeks agreement on specific actions to be taken for development
        64.
            and growth

Understanding Own Strengths and Weaknesses: Understanding personal strengths and weaknesses. Taking
responsibility for improvement by actively pursuing developmental activities. Striving for continuous learning.
(ELCC 7.3; ISLLC 2)
1=Unacceptable             2=Developing         3=Acceptable        4=Target       na=not applicable

        65.   This person recognizes and communicates own strengths

        66.   This person recognizes and manages own developmental needs (ELCC 2.4)
              This person actively pursues personal growth through participation in
        67.
              planned developmental activities (ELCC 2.4)


When you have completed the ratings for the person who gave you this observer assessment, please seal it in an
envelope and return it to him or her. The information you give will be combined with ratings from other
observers and used with other data to assist this person in planning meaningful professional development
activities. Thank you.
                                                                                                             74
                         21st Century School Administrators’ Skills
                                  Observer Assessment for
                                   Internship Candidates

                          Rubric for Rating Candidate’s Performance

Over the course of the Internship, candidates have been afforded a variety of experiences.
Based upon your work with the candidate throughout the Internship, please rate on a 1 – 4 scale
the degree to which the candidate has provided evidence of exhibiting the behaviors listed in the
attached document. The numbers and corresponding ratings and descriptors are provided
below:


         Number        Rating                         Descriptor
           1         Unacceptable The candidate has provided little evidence of
                                  this behavior or little evidence of growth in this
                                  behavior in most settings across most
                                  responsibilities

             2       Developing      The candidate is beginning to provide evidence
                                     of this behavior or has shown some evidence of
                                     growth in this behavior in some settings across
                                     some responsibilities

             3       Acceptable      The candidate has made progress in providing
                                     evidence of this behavior more frequently in
                                     several settings across most responsibilities

             4       Target          The candidate consistently provides evidence of
                                     exhibiting this behavior in a variety of settings
                                     across a myriad of responsibilities

            n/a      Not             The candidate did not have opportunities to
                     Applicable      provide evidence of this behavior OR I did not
                                     have opportunities to observe this behavior




                                                                                              75
Appendix L




             76
             21st Century School Administrator Skills
                 On-Site Supervisor Assessment for Internship Candidates


Candidate’s Name_______________________________________ Date ____________________


Supervisor’s Name _______________________________________ Position __________________

Rate each item from 1 to 4 to best describe the behavior of the internship candidate named at the top of
the form. Descriptors for ratings are found on page 6 of this instrument.

                                         EDUCATIONAL LEADERSHIP


Setting Instructional Direction: Implementing strategies for improving teaching and learning including putting programs
and improvement efforts into action. Developing a vision and establishing clear goals; providing direction in achieving
stated goals; encouraging others to contribute to goal achievement; securing commitment to a course of action from
individuals and groups. (ELCC 7.3; 7.4; ISLLC 1, 4)

1= Unacceptable 2= Developing 3= Acceptable 4= Target                N/A = not applicable

1.   This person articulates a clear vision for the school and its efforts related to teaching and learning.
     (ELCC 1.2)

2.   This person sets high performance expectations related to teaching and learning for self and for
     others. (ELCC 2.1)

3.   This person encourages innovation to improve teaching and successful learning for every student.
     (ELCC 2.2)

4.   This person sets measurable objectives for student academic success and effective instruction.
     (ELCC 2.2)

5.   This person generates enthusiasm and persuades others to work together to accomplish common
     goals for the success of every student. (ELCC 1.3)

6.   This person develops alliances and resources outside the school to improve the quality of teaching
     and learning. (ELCC 2.2; 4.1; 4.3)

7.   This person clearly articulates expectations regarding the performance of others as it relates to
     effective instruction and student success.

8.   This person acknowledges and celebrates the achievements and accomplishments of others in
     their efforts to ensure student success. (ELCC 1.4)

9.   This person seeks commitment of all involved to a specific course of action to improve student
     learning. (ELCC 1.5; 6.3)




                                                                                                                     77
Teamwork: Seeking and encouraging involvement of team members. Modeling and encouraging the behaviors that
move the group to task completion. Supporting group accomplishment. (ELCC 7.1; 7.3; ISLLC 1, 2)

1= Unacceptable 2= Developing 3= Acceptable 4= Target                  N/A = not applicable

10.   This person supports the ideas and views offered by team members to resolve problems and
      improve learning.

11.   This person encourages others to share their ideas and opinions regarding improved teaching
      and learning. (ELCC 3.2)

12.   This person contributes ideas and opinions toward reaching solutions and improving student
      success.

13.   This person assists in the operational tasks of the team. (ELCC 3.1)

14.   This person seeks input from team members regarding ideas to improve learning.

15.   This person assists the team in maintaining the direction needed to complete tasks. (ELCC 3.3)

16.   This person seeks to develop consensus among team members.

Sensitivity: Perceiving the needs and concerns of others; dealing tactfully with others in emotionally stressful situations
or in conflict. Knowing what information to communicate and to whim. Appropriately relating to people of varying ethnic,
culture, and religious backgrounds. (ELCC 7.3; ISLLC 2, 5)

1= Unacceptable 2= Developing 3= Acceptable 4= Target                  N/A = not applicable

17.   This person appropriately and tactfully with people from different backgrounds. (ELCC 1.5, 4.2)

18.   This person elicits perceptions, feelings, and concerns of others. (ELCC 5.1)

19.   This person voices disagreement without creating unnecessary conflict. (ELCC 5.2)

20.   This person anticipates responses of others and acts to reduce negative impact. (ELCC 5.1)

21.   This person communicates necessary information to the appropriate persons in a timely manner.

22.   This person expresses verbal and/or non-verbal recognition of feelings, needs, and concerns of
      others. (ELCC 5.1)

23.   This person responds tactfully to others in emotionally stressful situations or in conflict.
      (ELCC 5.2)

24.   This person diverts unnecessary conflicts. (ELCC 5.2, 5.3)

25.   This person responds in a timely manner to others who initiate contact.




                                                                                                                              78
                                       RESOLVING COMPLEX PROBLEMS


Judgment: Reaching logical conclusions and making high quality decisions based on available information. Assigning
appropriate priority to significant issues. Exercising appropriate caution in making decisions and in taking action. Seeking
out relevant data, facts and impressions. Analyzing and interpreting complex information. (ELCC 7.3; ISLLC 2, 5)

1= Unacceptable 2= Developing 3= Acceptable 4= Target                N/A = not applicable

26.   This person assigns priority to issues and tasks within the school’s vision for teaching and
      learning. (ELCC 3.2)

27.   This person exercises caution when dealing with unfamiliar issues and individuals.

28.   This person avoids reaching quick conclusions and making decisions with limited data.

29.   This person evaluates information to determine the elements that affect teaching and learning.
      (ELCC 1.2)

30.   This person communicates a clear learning-related rationale for each decision. (ELCC 1.3)

31.   This person seeks additional information about issues and events relevant to the school and its
      mission. (ELCC 2.1)

32.   This person uses relevant sources for data and information to confirm or refute assumptions.

33.   This person asks follow-up questions to clarify information.

34.   This person seeks to identify the causes of problems.

35.   This person establishes relationships between issues and events.

Results Orientation: Assuming responsibility. Recognizing when a decision is required. Taking prompt action as issues
emerge. Resolving short-term issues while balancing them against long-term objectives.
(ELCC 7.3; ISLLC 3, 6)

1= Unacceptable 2= Developing 3= Acceptable 4= Target                N/A = not applicable

36.   This person takes action to move issues toward closure in a timely manner. (ELCC 3.1)

37.   This person takes responsibility for implementing initiatives to improve teaching and learning.
      (ELCC 2.2)

38.   This person determines criteria that indicate a problem or issue is resolved.
      This person considers the long-term and short term implications of a decision on teaching and
39.   learning before taking action. (ELCC 2.3)
      This person sees the big picture related to student learning as the mission of the school.
40.   (ELCC 6.1)




                                                                                                                          79
Organizational Ability: Planning and scheduling one’s own and the work of others so that resources are used
appropriately. Scheduling flow of activities; establishing procedures to monitor projects. Practicing time and task
management; knowing what to delegate and to whom. (ELCC 7.2, 7.3; ISLLC 3)

1= Unacceptable 2= Developing 3= Acceptable 4= Target               N/A = not applicable

41.   This person delegates responsibility to others.

42.   This person monitors the progress and completion of delegated responsibilities. (ELCC 3.1)

43.   This person develops action plans to achieve goals related to student learning. (ELCC 1.1, 1.3)

44.   This person monitors progress modifies plans or actions as needed. (ELCC 3.1)

45.   This person establishes timelines, schedules, and milestones.

46.   This person prepares effectively for meetings.
      This person uses available resources effectively to accomplish the student learning goals of the
47.   school. (ELCC 3.3)


                                               COMMUNICATION

Oral Communication: Clearly communicating when specking to individuals, small groups, and large groups. Making oral
presentations that are clear and easy to understand.

1= Unacceptable 2= Developing 3= Acceptable 4= Target               N/A = not applicable

48.   This person demonstrates effective presentations skills, e.g., opening and closing comments,
      eye contact, enthusiasm, confidence, rapport, use of visual aids.

49.   This person speaks articulately.

50.   This person uses correct grammar.

51.   This person tailors messages to meet the needs of each unique audience. (ELCC 6.2)

52.   This person clearly presents thoughts and ideas in one-on-one conversations.

53.   This person clearly presents thoughts and ideas in communication with small groups.

54.   This person clearly presents thoughts and ideas in formal, large-group presentations.




                                                                                                                      80
Written Communication: Expressing ideas clearly in writing; demonstrating technical proficiency. Writing appropriately
for different audiences. (ELCC 7.3)

1= Unacceptable 2= Developing 3= Acceptable 4= Target              N/A = not applicable

 55.   This person writes concisely

 56.   This person demonstrates technical proficiency in writing

 57.   This person expresses ideas clearly in writing

 58.   This person writes appropriately for different audiences




                             DEVELOPING SELF AND OTHERS


Development of Others: Teaching, coaching, and helping others. Providing specific feedback based on observations
and data. (ELCC 7.3; ISLLC 2)

1= Unacceptable 2= Developing 3= Acceptable 4= Target N/A= not applicable
      This person shares information and expertise from personal experiences.
 59.
      (ELCC 2.3)

 60.   This person motivates others to change behaviors that inhibit professional and
       organizational growth. (ELCC 2.3)
 61.   This person suggests specific developmental activities. (ELCC 2.4)

       This person gives behaviorally-specific feedback focusing on behaviors, not the
 62.
       person. (ELCC 2.2)

 63.   This person asks the person what he/she perceives to be strengths and
       weaknesses and what he/she wants to improve.

 64.   This person seeks agreement on specific actions to be taken for development and
       growth

Understanding Own Strengths and Weaknesses: Understanding personal strengths and weaknesses. Taking
responsibility for improvement by actively pursuing developmental activities. Striving for continuous learning. (ELCC 7.3;
ISLLC 2)

1= Unacceptable 2= Developing 3= Acceptable 4= Target              N/A= not applicable
 65.    This person recognizes and communicates own strengths.

 66.    This person recognizes and manages own developmental needs. (ELCC 2.4)

        This person actively pursues personal growth through participation in planned
 67.
        developmental activities. (ELCC 2.4)




                                                                                                                        81
                        21st Century School Administrators’ Skills
                           On-Site Supervisor Assessment for
                                  Internship Candidates


                             Rubric for Rating Candidate’s Performance

Over the course of the Internship, candidates have been afforded a variety of experiences. Based
upon your work with and mentorship of the candidate throughout the Internship, please rate on a 1 –
4 scale the degree to which the candidate has provided evidence of exhibiting the behaviors listed in
the attached document. The numbers and corresponding ratings and descriptors are provided
below:


       Number         Rating                               Descriptor
         1         Unacceptable     The candidate has provided little evidence of this
                                    behavior or little evidence of growth in this behavior
                                    in most settings across most responsibilities

           2       Developing       The candidate is beginning to provide evidence of
                                    this behavior or has shown some evidence of
                                    growth in this behavior in some settings across
                                    some responsibilities

           3       Acceptable       The candidate has made progress in providing
                                    evidence of this behavior more frequently in
                                    several settings across most responsibilities

           4       Target           The candidate consistently provides evidence of
                                    exhibiting this behavior in a variety of settings
                                    across a myriad of responsibilities

          N/A      Not Applicable   The candidate did not have opportunities to provide
                                    evidence of this behavior




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