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EDLD 620, 621, 622 - College of Education - Winthrop University

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Department Leadership

Title of Course Internship

Course Number EDLD 620

EDLD 621

EDLD 622

Nature of Course Graduate

Richard W. Riley

COLLEGE OF EDUCATION

Winthrop University

Preparing Educational Leaders

Format These courses are offered each semester of the year. They are

scheduled for one night a week, and generally meet in a seminar

format in a different school site for each seminar.

Catalog Description The internship is designed as one part of a three-part experience to allow the student to put theory into practice. During

this course the candidates work under the supervision of school administrators and participate in problem-solving

seminars. The student will identify areas they wish to strengthen. A plan will be developed to enhance their skills in the

identified areas which will be implemented during the second and third parts of the internship experience.

Expanded Description:

The Internship is an integral program component for candidates seeking to be professional leaders in the schools. This

year-long experience provide the opportunity for candidates to apply their knowledge, skills, and dispositions in a variety

of settings appropriate to the daily work setting of an educational leader. Designed and sequenced to allow candidates

appropriate opportunity for reflection and professional growth, this experience allows candidates to develop the

competencies necessary to continue their professional careers. This is the culminating coursework for the master’s level

candidate.

The Internship is completed during the last three semesters (3) of the candidates Leadership Program and allows

candidates to apply and reflect on their content, professional, and pedagogical knowledge, skills,

and dispositions in a variety of settings with students and other professional community adults. The Internship extends

the elements of the Graduate Conceptual Framework into practice and provides an opportunity for candidates to practice

the ELCC Standards of Leadership theory, classroom knowledge and skills into daily practice in a variety of diverse

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school and non-school settings. During these three semesters, candidates are observed and mentored through guided

practice by both school-site supervisors and university leadership personnel. As members of school-based and

community-based teams, they are involved in a variety of activities directed at creating a broad based understanding of

the visibility and importance of the role of a school leader in the community and beyond, and are active participants in

professional decisions. Candidates collect data and other documents to reflect on student learning community views,

political and policy issues to reflect on their work , analyze issues, and develop strategies for improving learning and the

place of the schools in the community. They are involved in activities directed at the improvement of teaching and

learning, and bringing global perspectives of the significance of learning to the school and community arena to prepare

students for the world of the 21 st Century citizen. Through these experiences and the Intern Seminars, they interact with

teacher, parents, community persons and agencies, political officials, and many other school-based personnel. They

document and are required to write reflections regarding their experiences to be analyzed on a developmental basis to

demonstrate growth in their knowledge, skill and disposition over the period of the program. School-based supervisors

are asked to monitor the progress of Interns, and each semester complete an evaluation based upon the ELCC standards

for that particular semester of the Internship.

Candidates practice their knowledge, skills and dispositions in several settings to ensure they have an experiential base

for their Leadership career that is representative of the 21 st Century schools and includes diverse populations, students

with exceptionalities, differing levels of school ages and grades, socio-economic status differentiations, religious, and

philosophical thought..

The Internship experiences, although based upon the Graduate Conceptual Framework, the ELCC Standards, and the

NCATE Standards, are collaboratively designed with the site-based supervisor who must sign the candidates Internship

application form to verify their willingness to work with the candidate and the university throughout this year-long process.

Following the Orientation Session, the student sits with the site-based supervisor and the university professor assigned to

that team, and develops a Individualized Professional Development Plan for the candidate based upon the standards, the

school site and the experiences of the candidate. This Plan is developed for each semester with the specific standards to

be practiced based upon the level of the Internship (I, II or III). These Plans are to be signed by each of these participants

when developed. The plan demonstrates the commitment of the school and district to provide the necessary time,

resources and professional guidance and expertise needed to create and support learning and experiential opportunities

for the candidate.

Advanced Conceptual Although all of the Conceptual Framework is reflected and integrated into the coursework of the Leadership Program,

Framework: students in EDLD 620, 621, and 622 are asked to continue to recognize and document the framework tenets throughout

their year of Internship experience. The framework components are divided among the three Internship experiences as

reflected below.

The conceptual framework for advanced education programs builds on the skills developed in undergraduate programs or

through professional experiences and is organized around three concepts: 1) Leadership, 2) Scholarship, and 3)

Stewardship. One’s knowledge of these concepts and one’s ability to perform effectively in these areas are measured

through a series of thirty-two learning outcomes. These learning outcomes build upon candidates’ existing and emerging

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knowledge base and lead to an advanced understanding of their respective program areas. These learning outcomes are

also designed to maintain relevance and adherence to professional, state, national, and institutional standards.

Advanced Conceptual Framework Documentation

Advanced Conceptual Framework -- EDLD 620

Learning Outcomes—Leadership

The advanced educational leader:

2. Evaluates oneself as an educational leader through knowledge, reflection and professional discourse

3. Analyzes contemporary issues, reforms, and renewal strategies and applies an understanding of these to one’s

profession.

4. Applies technology to professional roles and functions.

6. Demonstrates the ability to apply problem-solving strategies in diverse situations; e.g., conflict resolution, program

development.

7. Applies current theories to enhance individual learning of others and promote professional development.

8. Demonstrates skills and commitment needed to communicate effectively with students, professional colleagues, families,

and community leaders.

10. Advocates for the development of individuals to their full potential

Learning Outcomes—Scholarship

Met/Not Met*

The advanced educational leader: Met/Not Met*

3. Generates research questions that focus on extending current thought and theory and interprets and applies results of

research.

8. Appreciates the value of using research to inform practice.

9. Uses technology resources to collect, analyze, synthesize and evaluate information and data.

10. Models life-long learning

11. Enhances specific knowledge in content areas

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Learning Outcomes—Stewardship

The advanced education leader: Met/Not Met*

6. Demonstrates the ability to construct a supportive, well-managed, motivational learning environment that promotes equal

access to education for people from diverse cultural backgrounds.

7. Develops school curricula and/or educational interventions based on contemporary theories of learning and development,

applicable technology, collaborative discourse, and evaluation.

9. Evaluates, clarifies, and refines personal philosophy of professional practice.

*Determination made by on-site mentor working with intern candidate

Advanced Conceptual Framework -- EDLD 621

Learning Outcomes—Leadership

The advanced educational leader:

2. Evaluates oneself as an educational leader through knowledge, reflection, and professional discourse.

4. Applies technology to professional roles and functions.

5. Promotes an appreciation and understanding of diversity in families and society.

6. Demonstrates the ability to apply problem-solving strategies in diverse situation; e.g., conflict resolution, program

development.

8. Demonstrates skills and commitment needed to communicate effectively with students, professional colleagues, families,

and community leaders.

9. Values collaboration with colleagues, families and the larger professional community.

Learning Outcomes—Scholarship

Met/Not Met*

The advanced education leader: Met/Not Met*

9. Uses technology resources to collect, analyze, synthesize and evaluate information and data

10. Models life-long learning

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Learning Outcomes—Stewardship

The advanced educational leader: Met/Not Met*

4. Advocates full and appropriate access to public education and human services for people with special needs and their

families.

6. Demonstrates the ability to construct a supportive, well-managed, motivational learning environment that promotes equal

access to education for people from diverse cultural backgrounds

7. Develops school curricula and/or educational interventions based on contemporary theories of learning and development,

applicable technology, collaborative discourse, and evaluation.

9. Evaluates, clarifies, and refines personal philosophy of professional practice.

11. Cares for and relates to students, families, and the larger learning community.

*Determination made by on-site mentor working with intern candidate.

Advanced Conceptual Framework-- EDLD 622

Learning Outcomes—Leadership

The advanced educational leader: Met/Not Met*

1. Examines educational policy and demonstrates a familiarity with how such policy is developed and implemented.

2. Evaluates oneself as an educational leader though knowledge, reflection, and professional discourse.

3. Analyzes contemporary issues, reforms, and renewal strategies and applies an understanding of these to one’s

profession.

4. Applies technology to professional roles and functions.

8. Demonstrates skills and commitment needed to communicate effectively with students, professional colleagues, families,

and community leaders.

Learning Outcomes—Scholarship

The advanced educational leader:

9. Uses technology resources to collect, analyze, synthesize and evaluate information and data.

10. Models life-long learning.

Met/Not Met*

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Learning Outcomes—Stewardship

The advanced educational leader: Met/Not Met*

3. Understands the interrelationships among issues related to society, schooling, the organization and administration of

schools, and professional organizations.

5. Examines and makes appropriate professional decisions based on an advanced understanding of ethics and laws.

6. Demonstrates the ability to construct a supportive, well-managed, motivational learning environment that promotes equal

access to education for people from diverse cultural backgrounds.

8. Works toward solutions to key educational issues that are founded on contemporary research, public policy, and best

practice.

9. Evaluates, clarifies, and refines personal philosophy of professional practice.

10. Links personal philosophy and professional practice to historical, legal, social, philosophical and psychological

foundations, and developments in the profession.

11. Cares for and relates to students, families, and the larger learning community.

*Determination made by on-site mentor working with intern candidate.

Nature of Students Student enrolled in the M.Ed. degree program and/or the administration

to be served certification program.

Generally Scheduled Each semester of the academic year.

Prerequisites Students must have permission of the Professor of Record to enroll. Students must provide signatures of all persons

agreeing to serve as mentors prior to registration for the course. If employed, students must have permission of their

supervisor to have release time needed to complete requirements.

Acceptable None

Substitutes

Suggested Text None

Professor of Record Don Lueder, Carole V. de Casal

Supporting Faculty Cindy Cooley

Nature and Number of Evaluations and Other Major Requirements

1. Prior to beginning the field experiences, each student must complete a self-evaluation based on the state and ELCC

standards for school leaders. Using the results from the self-analysis, students will develop a Professional

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Development Plan (PDP). This PDP will be reviewed and/or developed with the assistance of the on-site mentor and

the university administrator. This document will serve as the students’ guide for development of competencies

throughout the semester and beyond.

2. Students will maintain an on-going log/activity sheet of all major activities in which they participate, observe or assist.

They will relate each of these activities to the ELCC standards.

3. Students will write a weekly reflection piece based on the activities undertaken throughout the week. Reflection logs

should address the feelings, thoughts, and reactions of the students’ activities from the week.

4. A notebook documenting the students’ competency, skills and knowledge in each of the ELCC standard areas is to be

developed. This notebook is due at the end of the semester.

5. Students will attend seminars throughout the semester. These seminars will be held at different sites throughout the

local counties each week. Attendance is required.

6. University supervisors will meet with the interns a minimum of 3 times throughout the semester. On the first visit, the

university supervisor will meet with the intern and the on-site mentor.

7. At the end of the semester, the university supervisor will meet with the intern and the on-site mentor for the

evaluation.

8. University supervisors will meet at additional times with individual interns or on-site mentors as needed or requested.

Make-up Policy Requires prior arrangements with the professor.

Grading Policy This is a pass/fail course. The internship mentor and the university

supervisor each complete and evaluation of the intern and jointly

determine the grade.

Attendance Policy Students are expected to attend the initial orientations session, all

seminars, and all scheduled activities related to the field

experiences. Students who are absent from seminars must make

prior arrangements with the intern coordinator.

Relationship of Course to Curriculum Sequence

This course is taken after the first 21 hours of the coursework for the M.S. or licensure program is completed, during the

second year of the program with the Block II courses. One semester of the Internship must be taken in the summer, and

must be completed at locations/sites that differ from the one the student is assigned to as a teacher or administrator.

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Course Objectives Field Experiences will provide the students with opportunities to:

1. Gain experience in school-based and/or central office

setting in task areas identified through the student’s self-assessment with input and feedback from the on-site

mentor(s) and university supervisor.

2. Gain a global perspective of a school leader’s role and functions.

3. Gain a perspective of the administrator’s role and responsibilities in the school, community and state.

4. Apply knowledge learned through participation in school administration and supervision courses by applying these

knowledge and skills.

5. Assess one’s own level of preparedness for assuming a school leader position.

6. Understand notions of diversity in the school setting.

7. Participate in discussion groups and write reflectively to develop problem-solving skills.

8. Provide ‘real-life’ activities that allow aspiring school

leaders to apply theory and content knowledge, and to

assess and reflect on their interactions.

9. To use the internet, email, and other technology in every aspect of the course.

Course Scope—Relationship to Knowledge Base and Skill Requirements

All six ELCC Standards are addressed during the Internship.

Students will be assessed on the products and outcomes through periodic feedback sessions with on-site mentors and university supervisors,

activity logs, reflective pieces, documentation of competencies in each of the six ELCC Standards, and the formal assessment at the end of the

semester. Attached is the format and rubric for the standards. All standards and products must have the signature of the site supervisor/mentor

and the university professor. The documentation required for each Internship and Internship activity is part of this syllabus.

Overview of Major Topics and Activities

1. Prior to beginning the field experiences, each student must complete a self-evaluation based on the state and ELCC

standards for school leaders. Using the results from the self-analysis, students will develop a Professional

Development Plan (PDP). This PDP will be reviewed and/or developed with the assistance of the on-site mentor and

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Supplementary Readings

the university administrator. This document will serve as the students’ guide for development of competencies

throughout the semester and beyond. A synthesis of the self-assessment is to be written prior to the development of

the intern’s PDP.

2. Students will maintain an on-going log/activity sheet of all major activities in which they participate, observe or assist.

They will relate each of these activities to the ELCC standards.

3. Students will write a weekly reflection piece based on the activities undertaken throughout the week. Reflection logs

should address the feelings, thoughts, and reactions of the students’ activities from the week.

4. A notebook documenting the students’ competency, skills and knowledge in each of the ELCC standard areas is to be

developed. This notebook is due at the end of the semester.

5. Students will attend seminars throughout the semester. These seminars will be held at different sites throughout the

local counties each week. Attendance is required.

6. University supervisors will meet with the interns a minimum of 3 times throughout the semester. On the first visit, the

university supervisor will meet with the intern and the on-site mentor.

7. At the end of the semester, the university supervisor will meet with the intern and the on-site mentor for the

evaluation.

8. University supervisors will meet at additional times with individual interns or on-site mentors as needed or requested.

9. A variety of activities are recommended for possible completion during the field experience to accompany the

Professional Development Plan.

10. Each student is required to complete activities in at least two settings to assure an exploration of issues of diversity.

11. Technology is to be utilized in a variety of ways and as often as possible during the field experience. All necessary

course materials will be provided to the student via email and on a disk. Students are expected to utilize email to

communicate with university supervisors. Completed materials are to be submitted to the Professor of Record on

disk.

Acheson, K.A. & Gall, M.D. (1992). Techniques in the clinical supervision of

teachers. New York: Longman.

Barth, R. S. (1990). Improving schools from within. San Francisco, CA: Jossey-Bass.

9


Council of Chief State School Officers. (1996). The Interstate school leaders licensure

consortium: standards for school leaders. Author: Washington, D.C.

Fullan, M. (1997). What’s worth fighting for in the principalship? Williston, VT:

Teachers College Press.

Fullan, M. (1993). Change forces. New York: Palmer Press.

Murphy, J. & Louis, K.S. (Eds.). (1999). Handbook of research on educational

administration. Jossey-Bass: San Francisco.

Murphy, J. & Beck, L.G. (1995). School-based management as school reform: taking

stock. Thousand Oaks, CA: Corwin Press, Inc.

Senge, P. (1990). The fifth discipline: the art and practice of the learning organization.

New York: Doubleday.

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Internship Individual Professional Development Plan:

Ideas for ELCC Internship Activities

Intern:___________________________________________________________________________________________

School:_______________________________________ ________________________________________________

Mentors:_____________________________________ ________________________________________________

The Administration Intern Individual Professional Development Plan is used to provide a variety of data for internship reflection. The

instrument is used during the semester by the intern to conduct a self-assessment of his/her own practices related to: (1) allocation of resources,

(2) communications, (3) community involvement and/or public relations, (4) curriculum development and evaluation, (5) legal issues/law, (6)

management tasks, (7) operation routines of management (8) personnel administration-teaching and/or classified staff, (9) conflict resolution, (10)

facilities, (11) finances, (12) grantsmanship, (13) governance/policy making, (14) strategic planning, (15) student personnel, (16) special

education, (17) counseling, (18) school emergency planning/safety planning, building planning, and (19) others.

The instrument may be used during the semester by the professor to assess evidence observed during an on-site visit with the intern. The

instrument is to be used throughout the semester to assess evidence the intern submits as indicators of his/her best practices related to the

seventeen areas of competency.

Reflect daily on the six ELCC standards, carefully read each indicator, documenting activities and reflections of your performance daily.

Following the activities and growth plan, you are required to submit evidence reviewed to shape your reflections.

All students are required to complete the following activities. These activities may also be used as part of your ELCC standards

requirements, and recorded on the Internship Reflection Instrument forms

1. Attend a School Board Meeting. Following the meeting, write a 2 page reaction paper. It is to be double-spaced,

12 font, and no outside resources are required. You may wish to include a copy of any documentation from the

11


meeting you believe would be helpful to the professor in reading your reaction paper.

2. Attend an IEP Meeting. Following the meeting, write a 2 page reaction paper. It is to be double-spaced, 12

font, and no outside resources are required. You may wish to include a copy of any documentation from the

meeting you believe would be helpful to the professor in reading your reaction paper (please be careful of

confidentiality).

3. Extension paper. Each student is to write a paper which extends the ideas and information brought forth

through one of the Internship activities. The purpose of this paper is to take an idea gleaned from one of the

Internship activities and develop a thought/idea/issue that is of interest to you personally more fully. The topic

is to be part of something you are or have experienced as part of your initial Internship experience. This paper

is to be no less than 5 pages and no more than 6 pages in length (not including the cover page and resource

page). The paper must contain a minimum of 5 resources from referred journals, 12 font, double-spaced, and in

APA style.

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Field Experiences and Clinical Practice

Supporting Explanation:

A. Field experiences and clinical practice (internships) are integral program components for the initial preparation of candidates.

B. They provide the opportunity for candidates to apply their knowledge, skills, and dispositions in a variety of settings

appropriate to the content and level of their program. Designed and sequenced well, these opportunities help candidates

develop the competence necessary to begin or continue careers as professional administrators.

C. The internship is the culminating experience for the candidate at the master’s level.

D. Candidates preparing for new roles as administrators at the graduate level are expected by their profession to complete

internships as part of their preparation programs.

E. Field experiences and clinical practice (internships) are characterized by co9llaboration, accountability, and an environment

and practices associated with professional learning.

F. Field experienc3s represent a variety of early and on-going school-based opportunities in which candidates may observe,

assist, or conduct applied research.

G. Clinical practice (internship) provides candidates with experiences that allow for full immersion in the learning community so

that candidates are able to demonstrate competence in the professional roles for which they are preparing.

H. Clinical practice (internships) provides for candidates’ use of information technology to support professional responsibilities.

I. The department and school partners collaboratively design and implement field experiences and clinical practice (internships),

including the assessment of candidate performance.

J. School and university faculty share the responsibility for candidate learning. The partners share and integrate resources and

expertise to create roles and structures that support and create opportunities for candidates to learn.

K. The partners select and prepare clinical faculty [both school and higher education faculty responsible for clinical practice

(internship)] to mentor and supervise candidates.

L. Accountability for clinical practice (internship) includes:

i. the application of both entry and exit requirements for candidates;

ii. candidates’ demonstration of content, pedagogical, and professional knowledge aligned with standards;

iii. candidates’ demonstration of competency in early field experiences candidates’ application of the skills, knowledge,

and dispositions defined by the department and college, including the capacity to have a positive effect on P-12

student learning;

iv. candidates’ demonstration of skills for working with colleagues, parents and families, and communities.

v. the department and its school partners use diverse assessment approaches to evaluate candidates.

M. Candidates are expected to study and practice in a variety of settings that include diverse populations, students with

exceptionalities, and students of different ages.

N. They are placed in clinical settings (internships) at grade levels and in the school roles for which they are seeking a license.

O. Candidate learning is integrated into the clinical setting.

P. Scheduling, use of time, and resources support clinical faculty and allow candidate to participate as professional

administrators in the school setting.

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Other Possible Field Experience Activities/Opportunities are as follows:

1. Develop a conference or staff development program

2. Serve on a committee in a postsecondary/technical school setting

3. Serve on a committee in an educational level you have no experience in

4. Serve on a committee of a public service organization

5. Organize and supervise an event or orientation

6. Review an agency's policy for compliance with an equity issue

7. Assist with the development of position descriptions for agency personnel

8. Assist with recruitment and interviewing of new staff

9. Develop criteria for reviewing resumes to select interview candidates

10. Develop an interview questionnaire and rubric for teacher candidates

11. Conduct a review of personnel turnover for the past five years

12. Review student scores and determine which areas and teachers are in need of assistance

13. Review teacher evaluation scores/files and determine areas of need, possible improvement activities and accountability for

determining and documenting whether teacher has achieved the stated goals as set out in the accountability portion of plan

14. Observe department chairs and their respective areas of responsibility in at least two levels of educational setting.

Compare and contrast roles and responsibilities, time and effort

15. Assist a faculty member in grant writing

16. Assist a grant recipient in the implementation and on-going monitoring and reporting of grant project functioning

17. Assist a faculty member in developing new course materials and strategies

18. Assist a faculty member in developing a lesson plan using technology

19. Assist in the development of budget

20. Assist a department chair or dean in conducting an inventory

21. Develop a needs assessment

22. Develop and conduct a workshop for parents in an area of critical need

23. Review policies and procedures for special education students to assure compliance with state and federal regulations

24. Develop a newsletter

25. Develop a new faculty orientation and/or induction program

26. Develop a protocol for the opening or closing of school

27. Assist in conducting a faculty meeting

28. Develop an instrument for and conduct a survey to determine staff development needs

29. Develop a peer-tutoring program

30. Present a speech at a public organization meeting to promote the promising practices schools are engaged in

31. Assist in the preparation of the school budget for the 2001-2002 academic year

32. Observe a teacher using the South Carolina Teacher Evaluation System

33. Supervise lunchroom, school bus area, playground and student extracurricular activities (credit/hours allowed for one time

only for each activity)

34. Serve as a team leader for a library book review team

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35. Serve as a team leader for textbook selecting committee

36. Serve as a team leader for a curriculum revision/alignment committee

37. Organize, supervise, and evaluate a school event such as cheerleaders, science fair, dance or assembly (credit/hours allowed

for one time only for each activity)

38. Conduct a fire drill

39. Assist in preparing orders for furniture, equipment, supplies and materials

40. Conduct a facilities compliance review for ADA

41. Review safety, health, fire code policies and procedure and reports

42. Observe parent conference with an administrator

43. Analyze discipline records for patterns and develop intervention strategies for improvement

44. Analyze absentee and tardy records and develop intervention strategies for improvement

45. Inspect a school to evaluate the quality of maintenance of custodial services; recommend improvements without an increase in

staff

46. Survey parents regarding the type, nature, content, sources, and adequacy of information they receive about the school; synthesize

and present suggestions for improving communication methods to faculty

47. Work with student leadership groups

48. Assist in preparing required reports

49. Develop an orientation and protocol for substitute teachers

50. Attend PRA, booster, or other parent meetings when appropriate

51. Assist in the preparation of a master course schedule

52. Assist in the preparation of student scheduling

53. Develop and propose activities to increase parent involvement

54. Review internal accounts with school secretary or bookkeeper

55. Review school responsibilities involved with federally assisted programs such as Title I and Special Education

56. Work on a school accreditation team

57. Review and summarize the school improvement plan

58. Assist in the coordination and supervision of testing; analyze TCAP data for staff development

59. Conduct a space utilization survey

60. Observe the teaching-learning practices of teachers at various levels, make recommendations for instructional improvement and

sharing of ideas through in-service training

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I. Welcome and Socialization Time

II. Introductions

III. Educational Leadership Conceptual Framework

IV. Educational Leadership Portfolio Evaluation Rubric

V. Documentation and Reporting of Internship Activities

VI. Semester Activity Schedule

VII. Internship I, II, and III meetings with University Supervisor

VIII. Adjourn

Internship Orientation Meeting

January 16, 2003

Agenda

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January 16 Orientation Meeting

January 30 Field Trip (High School)

February 13 Field Trip (Personnel Directors)

February 27 Speaker

March 20 Sharing Session at University

April 3 Field Trip (Charlotte-Mecklenburg, elementary school)

April 17 Field Trip (NCLB)

WINTHROP UNIVERSITY

DEPARTMENT OF COUNSELING AND LEADERSHIP

Tentative Schedule for Internship Seminar School Visits

Spring 2003

18


Date of Activity: _________________________

Activity Fulfills ELCC Standard: ____________

Internship Activity Record

Activity: ______________________________________________________________________________________________________________

______________________________________________________________________________________________________________

______________________________________________________________________________________________________________

Administrative Area:

___________________________________________________________________________________________________________

(ie: student personnel, special ed., facilities, finances, communications, law, etc).

Goal(s) of Activity:

______________________________________________________________________________________________________________

______________________________________________________________________________________________________________

______________________________________________________________________________________________________________

Elements/Components:

______________________________________________________________________________________________________________

______________________________________________________________________________________________________________

______________________________________________________________________________________________________________

Responsible Party/Your Role:

______________________________________________________________________________________________________________

_____________________________________________________________________________________________________________

Evaluative Criteria Used to Determine Completion/Success:

______________________________________________________________________________________________________________

______________________________________________________________________________________________________________

______________________________________________________________________________________________________________

Timeframe (how much time was devoted to this activity): _________________________________________________

What did you learn from this activity? ___________________________________________________________________________________

_____________________________________________________________________________________________________________

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What would you do differently next time? (Who else would you involve? How would you change the timeframe? How would you evaluate

differently?)

Documentation for activity (attach copies):

______________________________________________________________________________________________________________

______________________________________________________________________________________________________________

20


GUIDING REFLECTION POINTS Week Of: ___________________

I. Reflecting on Roles (as applicable):

My role this week as a resource provider:

My role this week as an instructional resource:

My role this week as a communicator:

My role this week as a visible presence:

II. Reflecting on skills, knowledge and dispositions:

The skills (new) that I have learned and/or advanced are:

The knowledge (new) that I have learned and/or advanced is:

21


Internship Activity Log

Name:

EDLD 620 ___621 ___ 622 ___

Date Activity Location ST 1 St 2 ST 3 ST 4 ST 5 ST 6 Hours

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Professional Development Plan

ELCC Standard 1: Candidates who complete the program are educational leader 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.

QUALITY INDICATORS/PERFORMANCE ACTIVITIES:

Ways in which interns may demonstrate they’ve met the standard:

• Presenting programs to school groups or communities

• Opportunity to develop bulletins, newsletters, policy statements,

materials for board meetings, or position papers

• Opportunity to lead a group

• Conduct meetings

• Interpreting rules and regulations to various groups

LEARNING OBJECTIVES

What do I propose to learn in this area? At least one objective must

address diversity.

1.

2.

3.

4.

• Integration and desegregation activities

• Parent contacts (PTA, etc.).

• Write a vision statement for a school or district, share it with the

executive team in the central office or with a site-based

management tea, and/or demonstrate how stakeholders

were

involved in the development of the statement.

• Collect, interpret, and analyze school data to reflect an

understanding of the school’s vision and mission statements,

the

level of involvement and actual contributions of the school

community, and recommendations for inclusion in the school

improvement plan.

LEARNING RESOURCES & STRATEGIES

What resources and strategies will I utilize in learning this?

1.

2.

3.

4.

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5.

5.

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EVIDENCE/PRODUCTS

List below the evidence demonstrating how you have met the standard.

Attach documents and other evidence.

1.

2.

3.

4.

5.

Signatures:

_______________________________________ ______________________________

Intern Date

_______________________________________________

____________________________________

Supervising Administrator Date

______________________________________________

____________________________________

University Supervisor Date

ELCC Standard 2: Candidates who complete the program are educational leader 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.

25


QUALITY INDICATORS/PERFORMANCE ACTIVITIES:

Ways in which interns may demonstrate they’ve met the standard:

• The allocation of human resources including the professional and

supporting staff

• Formation of goals and objectives

• Leadership of curricular groups

• Staff development/in-service workshop planning/providing

• Assessing and implementing change

• Developing needs assessment techniques

LEARNING OBJECTIVES

What do I propose to learn in this area? At least one objective must

address diversity.

1.

2.

3.

4.

5.

• Planning

• Developing technical competencies in control of facilities,

materials,

supplies and equipment

• Developing technical competencies in budgeting

• Opportunities which involve: coordinating, leading, organizing,

reviewing, planning, staffing, directing, and anticipating and

solving problems

• Preparation for and attendance at principal and school board

meetings

• Organize and lead parent and teacher focus groups about highstakes

testing and alternative methods of measuring student

performance.

• Present a multimedia report to a community forum about the latest

instructional technologies, including the use of the Web and

teaching strategies.

LEARNING RESOURCES & STRATEGIES

What resources and strategies will I utilize in learning this?

1.

2.

3.

4.

5.

26


EVIDENCE/PRODUCTS

List below the evidence demonstrating how you have met the standard.

Attach documents and other evidence.

1.

2.

3.

4.

5.

Signatures:

_______________________________________ ______________________________

Intern Date

_______________________________________________

____________________________________

Supervising Administrator Date

______________________________________________

____________________________________

University Supervisor Date

27


ELCC Standard 3: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of

all students by management of the organization, operations, and resources in a way that promotes a safe, efficient, and effective learning

environment.

QUALITY INDICATORS:

Ways in which interns may demonstrate they’ve met the standard:

• Applying planning processes and devices

• Identify goals and objectives relating to future states

• Generating and evaluating alternatives

• Developing implementation and evaluative strategies

• Transportation

• Attendance

• Opening and closing procedures (daily or yearly

• Discipline (routine), e.g. cafeteria, corridor, outdoors

• Teacher absences and substitutes

• Building maintenance

• Recruitment, selection, and interviewing

• Evaluation and termination

• Personnel policy

• Conduct a cost-benefit analysis of a school or district instructional

improvement plan

LEARNING OBJECTIVES

What do I propose to learn in this area? At least one objective must

address diversity.

1.

2.

3.

4.

5.

• Analyze the school/district budget and identify how specific budget

allocations support the school improvement plan/district

strategic

plan.

• Staff organization

• Staff development

• Organizational development

• Change ad reform

• Participatory decision-making and/or problem solving

• Grievance resolution

• Community divisions or pressures

• Facilities planning for optimal use and/or compliance

• Developing strategies for deactivating and/or closing existing

buildings

• Developing alternative uses for existing buildings

LEARNING RESOURCES & STRATEGIES

What resources and strategies will I utilize in learning this?

1.

2.

3.

4.

5.

28


EVIDENCE/PRODUCTS

List below the evidence demonstrating how you have met the standard.

Attach documents and other evidence.

1.

2.

3.

4.

5.

Signatures:

_______________________________________ ______________________________

Intern Date

_______________________________________________

____________________________________

Supervising Administrator Date

______________________________________________

____________________________________

University Supervisor Date

29


ELCC Standard 4: 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 community members, responding to diverse community interest and needs, and mobilizing

community resources.

QUALITY INDICATORS:

Ways in which interns may demonstrate they’ve met the standard:

• Integration and desegregation activities

• Parent contacts (PTO/PTA, etc.)

• Senior citizens, taxpayers, service groups

• Membership on school advisory and planning committees

LEARNING OBJECTIVES

What do I propose to learn in this area? At least one objective must

address diversity.

1.

2.

3.

4.

5.

• Develop and present a plan recommending alignment of social

service

agency programs with school improvement needs.

• Identify at least five key community leaders in a school community,

justify why each was selected, and identify their roles or

potential

roles in school improvement in the district. A confidential

analysis

of this power structure is shared with the superintendent or

board of

education.

• Committee on disabled

LEARNING RESOURCES & STRATEGIES

What resources and strategies will I utilize in learning this?

1.

2.

3.

4.

5.

30


EVIDENCE/PRODUCTS

List below the evidence demonstrating how you have met the standard.

Attach documents and other evidence.

1.

2.

3.

4.

5.

Signatures:

_______________________________________ ______________________________

Intern Date

_______________________________________________

____________________________________

Supervising Administrator Date

______________________________________________

____________________________________

University Supervisor Date

31


ELCC Standard 5: 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, fairness, and in an ethical manner.

QUALITY INDICATORS:

Ways in which interns may demonstrate they’ve met the standard:

• Purchasing

• Taxation –State Aid

• Accounting-control

• Knowledge of public and private sources of funds

• Experience in writing proposals

LEARNING OBJECTIVES

What do I propose to learn in this area? At least one objective must address

diversity.

1.

2.

3.

4.

5.

• Develop a code of ethics using personal platforms, professional

leadership association examples, and a variety of additional

source

documents focusing on ethics.

• Conduct a self-analysis of a transcript of a speech delivered to a

community organization and look for examples of integrity,

fairness, and ethical behavior.

• Experience in monitoring grants

LEARNING RESOURCES & STRATEGIES

What resources and strategies will I utilize in learning this?

1.

2.

3.

4.

5.

32


EVIDENCE/PRODUCTS

List below the evidence demonstrating how you have met the standard.

Attach documents and other evidence.

1.

2.

3.

4.

5.

Signatures:

_______________________________________ ______________________________

Intern Date

_______________________________________________

____________________________________

Supervising Administrator Date

______________________________________________

____________________________________

University Supervisor Date

33


ELCC Standard 6: 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.

QUALITY INDICATORS:

Ways in which interns may demonstrate they’ve met the standard:

• Develop a respect for direction and application of the law

• Understand when and where to seek legal counsel

• Develop techniques for keeping current with legal issues

• Grievance procedures

• Participate in a simulated public debate about the pros and cons of

selected international educational practices compared to practices in

the U.S..

LEARNING OBJECTIVES

What do I propose to learn in this area? At least one objective must

address diversity.

1.

2.

3.

4.

5.

• Developing strategies for influencing and coping with policy

decisions originating outside of the school and district (state

and

federal governments, courts, regulatory agencies)

• Assisting in the development of strategies to make local districts

more responsible to local constituencies

• Interview state legislators and/or lobbyists and present a report

about

the state’s strategies used to influence change.

• Opportunity to gain information regarding the adversarial nature of

negotiations

• Assisting in the development of policy proposals for Board

consideration

LEARNING RESOURCES & STRATEGIES

What resources and strategies will I utilize in learning this?

1.

2.

3.

4.

5.

34


EVIDENCE/PRODUCTS

List below the evidence demonstrating how you have met the standard.

Attach documents and other evidence.

1.

2.

3.

4.

5.

Signatures:

_______________________________________ ______________________________

Intern Date

_______________________________________________

____________________________________

Supervising Administrator Date

______________________________________________

____________________________________

University Supervisor Date

35


WINTHROP UNIVERSITY

DEPARTMENT OF COUNSELING AND LEADERSHIP

LEADERSHIP PROGRAM

INTERNSHIP GROWTH PLAN

Candidate’s Name:

_____________________________________________________________________________________________________

School Site of Internship: ______________________________________________________________________________________________

Address:

_______________________________________________________________________________________________________________

Phone:

__________________________________________________________________________________________________________________

School site Administrator/Contact: ___________________________________________________________________________________

Growth Plan developed for: Semester:

EDLD 620 _____ Fall _____

EDLD 621 _____ Spring _____

EDLD 622 _____ Summer_____

University Supervisor: _____________________________ Date: _______________________________________________________

36


Internship Growth Plan

ELCC Standard(s) to be addressed: I _____ IV _____

II _____ V _____

III _____ VI _____

ELCC Elements to be Addressed:

I. ____________________________________________________________

___

II. ____________________________________________________________

___

III. ____________________________________________________________

___

IV. ____________________________________________________________

___

V. ____________________________________________________________

___

VI. ____________________________________________________________

___

Timelines for completion:

__________________________to__________________________

On-site Administrator: ___________________________________

School Site Name: ______________________________________

37


Other: (e.g. dispositions):

LEARNING OBJECTIVES

What do I propose to learn in this area? At least one objective must

address diversity.

1.

2.

3.

4.

5.

LEARNING RESOURCES & STRATEGIES

What resources and strategies will I utilize in learning this?

1.

2.

3.

4.

5.

38


EVIDENCE/PRODUCTS

List below the evidence demonstrating how you have met the standard.

Attach documents and other evidence.

1.

2.

3.

4.

5.

Signatures:

_______________________________________ ______________________________

Intern Date

_______________________________________________

____________________________________

Supervising Administrator Date

______________________________________________

____________________________________

University Supervisor Date

39


Winthrop University Richard W. Riley College of Education

Department of Counseling and Leadership

Educational Leadership Internship Evaluation

Candidate EDLD 620 ____ Date

Intern full-time Position Internship Site

Internship-Site Mentor University Mentor

Number of Observations for this period: University Mentor: ____ Internship-Site Mentor____

Directions: To be completed by the internship-site mentor and the university mentor at the end of each internship.

Please indicate the level of competency for each of the following standards.

0= No Attempt 1= Attempted, little progress toward mastery 2= Acceptable progress toward mastery

3= Significant progress toward mastery 4= Mastery of standard

Standard I--Vision

The candidate…

1.1.a. developing a vision of learning for a school that promotes the success of all

students.

1.1.b. basing this vision on relevant knowledge and theories, including but not

limited to an understanding of:

i. learning goals in a pluralistic society

ii. the diversity of learners and learners’ needs

iii. schools as interactive social and cultural systems

iv. social and organizational change.

CHECK ONE No

Opportunity

to Observe

___________

___________

___________

______

0 1 2 3 4 COMMENTS

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40


1.2.a. demonstrates the ability to articulate the components of this vision for school

and the leadership processes necessary to implement and support the

vision.

1.2.b. demonstrates 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, students and family demographic, data and an analysis

of community needs.

1.2.c. demonstrates 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.a can formulate the initiatives necessary to motivate staff, students, and

families to achieve the school’s vision.

1.3.b. developing plans and processes for implementing the vision.

1.4.a. demonstrates an understanding of the role effective communication skills

play in building a shared commitment to the vision.

1.4.b. designing or adopting a system for using data-based research strategies to

regularly monitor, evaluate, and revise the vision.

1.4.c. Assumes stewardship of the vision through various methods.

1.5.a. demonstrates the ability to involve community members in the realization of

the vision and in related school improvement efforts.

1.5.b. acquiring and demonstrating the skills needed to communicate effectively

with all stakeholders about implementation of the vision.

Comments on the candidate’s growth in the area of Vision:

1.1

________________________________________________________

_____________________

1.2__________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________

__________________________

1.3__________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________

__________________________

1.4__________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________

__________________________

41


1.5__________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________

_________________________

Other

Comments:___________________________________________________________________________________________________________

_______

Total Standard 1 Assessment Points (Total Possible Points – 60) _______

0= No Attempt 1= Attempted, little progress toward mastery 2= Acceptable progress toward mastery

3= Significant progress toward mastery 4= Mastery of standard

Standard 2—Effective Instructional Programs and Professional Development

The candidate…

CHECK ONE

2.1.a. assesses school culture using multiple methods and implements contextappropriate

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.a. demonstrates the ability to facilitate activities that apply principles of effective

instruction to improve instructional practices and curricular materials.

2.2.b. demonstrates the ability to make recommendations regarding:

i. the design of a curriculum that fully accommodates learners’

diverse needs

ii. the implementation of a curriculum that fully accommodates

learners’ diverse needs

iii. the evaluation of a curriculum that fully accommodates learners’

diverse needs.

No

Opportunity

to Observe

___________

_

___________

_

___________

_

__

_

__

_

__

_

0 1 2 3 4 COMMENTS

__

_

__

_

__

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_

42


2.2.c. demonstrates the ability to use and promote technology and information

systems to:

i. enrich curriculum and instruction

ii. monitor instructional practices

iii. provide staff the assistance needed for improvement.

2.3.a. demonstrates the ability to assist school personnel in understanding and

applying best practices for student learning.

2.3.b. applies:

i. human development theory

ii. proven learning and motivational theories

iii. concern for diversity to the learning process.

2.3.c. demonstrates an understanding of how to use appropriate research

strategies to promote an environment for improved student achievement.

2.4.a demonstrates an ability to design and implement well-planned, contextappropriate

professional development programs based on reflective practice

ad research on student learning consistent with the school vision and goals.

2.4.b demonstrates the ability to use:

i. observations to form comprehensive professional growth plans

with teacher and other school personnel

ii. collaborative reflection to form comprehensive professional

growth plans with teachers and other school personnel

iii. adult learning strategies to form comprehensive professional

growth plans with teachers and other school personnel.

2.4.c. developing and implementing personal professional growth plans that reflect

a commitment to life-long learning.

___________

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43


Comments on the teacher candidate’s growth in the area of Effective Instructional Programs and Professional Development

2.1

_________________________________________________________________

__________________________________________________________

_________________________________________________________

_____________________

2.2__________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________

____________________________________________________

2.3__________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________

_______________________________________

____________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________

__________________________

2.4__________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________

_______________________________________

Other________________________________________________________________________________________________________________

_____________

Comments:___________________________________________________________________________________________________________

_____________

____________________________________________________________________________________________________________________

_____________

Total Standard 2 Assessment Points (Total Possible Points – ) __________

Points from Standard 3 ___________________________

Points from Standard 4 ___________________________

Points from Standard 5 ___________________________

44


Points from Standard 6 ___________________________

Total Points to count toward Standard 1-2 _________________________________

____________________________________________________________________________

_____________________________________

Site Supervisor Date

45


Winthrop University Richard W. Riley College of Education

Department of Counseling and Leadership

Educational Leadership Internship Evaluation

Candidate ____________________________ EDLD 621 ____ Date

Intern full-time Position Internship Site

Internship-Site Mentor University Mentor

Number of Observations for this period: University Mentor: ____ Internship-Site Mentor____

Directions: To be completed by the internship-site mentor and the university mentor at the end of each internship.

Please indicate the level of competency for each of the following standards.

0= No Attempt 1= Attempted, little progress toward mastery 2= Acceptable progress toward mastery

3= Significant progress toward mastery 4= Mastery of standard

Standard 3—MANAGEMENT

The candidate…

3.1.a. demonstrates the ability to optimize the learning environment of all students

by;

i. applying appropriate models and principles of organizational

development and management

ii. applying principles of research and data driven decision-making

with attention to indicators of equity effectiveness and efficiency.

CHECK ONE No

Opportunity

to Observe

___________

_

___________

_

__

_

__

_

0 1 2 3 4 COMMENTS

__

_

__

_

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_

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_

46


3.1.b. developing plans of action for focusing of effective organization and

management of :

i. fiscal resources

ii. human resources

iii. material resources

With priority in each given to student learning, safety, curriculum, and

instruction.

3.1.c. demonstrates an ability to:

i. manage time effectively

ii. deploy financial resources in ways that promote student

achievement

iii. deploy human resources in ways that promote student

achievement

3.2.a. demonstrates the ability to:

i. involve staff in conducting operations and setting priorities using

appropriate an effective needs assessment

ii. involve staff in conducting operations and setting priorities using

appropriate and effective research-based data

iii. involve staff in conducting operations and setting priorities using

appropriate and effective group process skills to build consensus,

communicate, and resolve conflicts in order to align resources

with the organizational vision.

3.2.b. is able to develop communication plans for staff that include opportunities for

staff to develop their family and community collaboration skills.

3.2.c. demonstrates an understanding of how to apply legal principles:

i. to promote educational equity

ii. to provide safe, effective, and efficient facilities

___________

___________

___________

______

___________

___________

____

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47


3.3.a. uses:

i. problem-solving skills in effective, legal, and equitable use of

fiscal, human, and material resources allocation and alignment

hat focuses on teaching and learning

ii. knowledge of strategic, long-range, and operational planning

ineffective legal, and equitable use of fiscal, human, and material

resources allocation and alignment that focuses on teaching and

learning

iii. application of technology in effective legal, and equitable use of

fiscal, human, and materials resources allocation and alignment

that focuses on teaching and learning.

3.3.b. creatively seeks new resources to facilitate learning

3.3.c. applies and assesses current technologies for:

i. school management

ii. business procedures

iii. scheduling

Comments on the teacher candidate’s growth in the area of Management:

3.1

_________________________________________________________________

__________________________________________________________

_________________________________________________________

___________

__

___________

__

___________

__

___________

___________

___________

______

____________________________

3.2__________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________

______________________________________

3.3__________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________

_______________________________________

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48


Other

Comments:___________________________________________________________________________________________________________

____________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________

______________________________________

Total Standard 3 Assessment Points (Total Possible Points – 80) __________

0= No Attempt 1= Attempted, little progress toward mastery 2= Acceptable progress toward mastery

3= Significant progress toward mastery 4= Mastery of standard

Standard 4—Family and Community Collaboration

The candidate…

4.1.a. demonstrates an ability to bring together the resources of family members

and the community to positively affect student learning.

4.1.b. demonstrates 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.

4.1.c. demonstrates the ability to use:

i. public information regarding knowledge of issues an trends to

collaborate with families an community members

ii. research-based knowledge of issues and trends to collaborate

with families and community members.

CHECK ONE No

Opportunity

to Observe

___________

__

___________

__

__

_

__

_

0 1 2 3 4 COMMENTS

__

_

__

_

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_

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_

49


4.1.d applies an understanding of:

i. community relations models and theory to create frameworks for

school, family, business, community, government, and higher

education partnerships

ii. marketing strategies and processes theory to create frameworks

for school, family, business, community, government ,and higher

education partnerships

iii. data-based decision-making theory to create frameworks for

school, family, business, community, government, and higher

education partnerships

iv. communications theory to create frameworks for school, family,

business, community, government, and higher education

partnerships.

4.1.e. Developing various methods of outreach aimed at business, religious,

political, and service organizations.

4.1.f. demonstrates the ability to involve families and other stakeholders in school

decision-making process, reflecting an understanding that schools are an

integral part of the larger community.

4.1.g. demonstrates the ability to collaborate with community agencies to integrate

health, social, and other services.

4.1.h. developing a comprehensive program of community relations and

demonstrates the ability to work with the media.

4.2.a. demonstrates active involvement within the community, including

interactions with individuals and groups with conflicting perspectives.

4.2.b. demonstrates the ability to use appropriate assessment strategies and

research methods to understand and accommodate diverse school and

community conditions and dynamics.

4.2.c. provides leadership to programs serving students with special and

exceptional needs.

4.2.d. demonstrates 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.

___________

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50


4.3.a. demonstrates an understanding of and ability to use community resources

including youth services to support student achievement, solve school

problems, and achieve school goals.

4.3.b. demonstrates how to use school resources and social services agencies to

serve the community.

4.3.c. demonstrates an understanding of way to use public resources and funds

appropriately ad effectively to encourage communities to provide new

resources to address emerging student problems.

Comments on the teacher candidate’s growth in the area of Family and Community Collaboration:

4.1

________________________________________________________________________

__________________________________________________________ __________________________________________________

____________________________________

_____________________________ _____________________________

__________________________________________________

______________________________________________________________________________________________________________

____________________________________________________________________________________________________________________

_________________________

____________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________

_______________________________________

4.2__________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________

______________________________________________________________________________________________________________

4.3__________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________

_______________________________________________________

____________________________________________________________________________________________________________________

____________________________

Other Comments:

_________________________________________________________________________________________________________

51


____________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________

________

Total Standard 4 Assessment Points (Total Possible Points – 76) _____________

Points from Standard 1 _________________

Points from Standard 2 _________________

Points from Standard 5 _________________

Points from Standard 6 _________________

Total Points to count toward Standard 3-4 _________________________________

__________________________________________________________________________

________________________________________

Site Supervisor Date

Winthrop University Richard W. Riley College of Education

Department of Counseling and Leadership

Educational Leadership Internship Evaluation

Candidate EDLD 622 ____ Date

Intern full-time Position Internship Site

Internship-Site Mentor University Mentor

Number of Observations for this period: University Mentor: ____ Internship-Site Mentor____

Directions: To be completed by the internship-site mentor and the university mentor at the end of each internship.

52


Please indicate the level of competency for each of the following standards.

0= No Attempt 1= Attempted, little progress toward mastery 2= Acceptable progress toward mastery

3= Significant progress toward mastery 4= Mastery of standard

Standard 5--Ethics

The candidate…

5.1.a. demonstrates a respect for the rights of others with regard to confidentiality

and dignity and engages in honest interactions

5.2.a. demonstrates the ability to combine impartiality, sensitivity to student

diversity, and ethical considerations in their interactions with others.

5.3.a. makes and explains decisions based upon ethical and legal principles.

CHECK ONE No

Opportunity

to Observe

Comments on the teacher candidate’s growth in the area of Ethics:

5.1

___________________________________________________________________

__________________________________________________________

_________________________________________________________

0 1 2 3 4 COMMENTS

____________________________-----

____

5.2__________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________

_______________________________________

5.3__________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________

_________________________

____________________________________________________________________________________________________________________

_____________

Other

Comments:___________________________________________________________________________________________________________

53


____________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________

Total Standard 5 Assessment Points (Total Possible Points – 12) _________

54


0= No Attempt 1= Attempted, little progress toward mastery 2= Acceptable progress toward mastery

3= Significant progress toward mastery 4= Mastery of standard

Standard 6—Larger political and legal context

The candidate…

CHECK ONE No

Opportunity

to Observe

6.1.a. demonstrates an ability to bring together the resources of family members

and the community to positively affect student learning.

6.1.b. demonstrates 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.

6.1.c. demonstrates the ability to analyze the complex causes of poverty and other

disadvantages and their effects on families, communities, children, and

learning.

6.1.d. demonstrates 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.

6.1.e. demonstrates the ability to describe:

i. the economic factors shaping a local community/school

ii. the effects economic factors have on local schools.

6.1.f. demonstrates the ability to analyze and describe the cultural diversity in a

school community.

6.1.g. can describe:

i. community norms and values

ii. how community norms and values relate to the role of the

school promoting social justice.

___________

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0 1 2 3 4 COMMENTS

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6.1.h. demonstrates the ability to explain:

i. various theories of change

ii. theories of conflict resolution

iii. the appropriate application of those theories and models to

specific communities.

6.2.a. demonstrates the ability to:

i. communicate with members of a school community concerning

trends issues, and potential changes in the environment in

which the school operates.

ii. maintain an on-going dialogue with representatives of diverse

community groups regarding trends, issues, and potential

changes in the environment in which the school operates.

6.3.a. demonstrates the ability to engage students, parents, and other members of

the community advocating for adoption of improved policies and laws.

6.3.b. applies their understanding of the larger political, social, economic, legal,

and cultural context to develop activities and policies that benefit students

and their families.

6.3.c. Advocates for policies and programs that promote equitable learning

opportunities and success for all students—regardless of socio-economic

background, ethnicity, gender, disability, or other individual characteristics.

___________

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Comments on the teacher candidate’s growth in the area of Larger political and legal context:

6.1

_________________________________________________________

_____________________

______________________________________________________________________________________________________________

____________

6.2__________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________

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6.3__________________________________________________________________________________________________________________

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____________________________________________________________________________________________________________________

_____________

Other

Comments:___________________________________________________________________________________________________________

____________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________

_________________________________________________________________

Total Standard 6 Assessment Points (Total Possible Points – 68 __________

Points from Standard I _________________

Points from Standard II _________________

Points from Standard III _________________

Points from Standard IV _________________

Total Points to count toward Standard 5-6 _________________________________

_______________________________________________________________________________

_____________________________________

Site Supervisor Date

57


Winthrop University Richard W. Riley College of Education

Department of Counseling and Leadership

Educational Leadership Internship Evaluation

Internship Culmination

Candidate Date

Intern full-time Position Internship Site

Internship-Site Mentor University Mentor

Number of Observations for this period: University Mentor: ____ Internship-Site Mentor____

Directions: To be completed by the internship-site mentor and the university mentor at the end of each internship.

Please indicate the level of competency for each of the following standards.

0= No Attempt 1= Attempted, little progress toward mastery 2= Acceptable progress toward mastery

3= Significant progress toward mastery 4= Mastery of standard

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Standard 7—Internship

The candidates…

CHECK ONE No

Opportunity

to Observe

7.1.a. Demonstrates the ability to accept genuine responsibility for leading,

facilitating, and making decisions typical of those made by educational

leaders. The experiences 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.

7.1.b. Has a minimum of 125 hours of internship experience during the semester.

7.2.a. Participated in planned intern activities during the entire semester.

7.3.a. Applied skills and knowledge articulated in these standards as well as state

and local standards for educational leaders.

7.3.b Experiences are designed to accommodate candidates’ individual needs.

7.4.a. Experiences occurred in multiple settings that allow for the demonstration of

wide range of relevant knowledge and skills.

7.4.b. Experiences included work with appropriate community organization such as

social services groups and local businesses.

7.5.a. Experiences were planned cooperatively by the individual, the site

supervisor, and institution personnel to provide inclusion of appropriate

opportunities to apply skills, knowledge, and research contained I the

standards. These three individuals work together to meet candidate and

program needs.

Comments on the teacher candidate’s growth:

7.1

________________________________________________________

________________________________

_____________________________________________________________________________________

0 1 2 3 4 COMMENTS

59


7.2__________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________

_______________________________________

7.3__________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________

__________________________

7.4__________________________________________________________________________________________________________________

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____________________________________________________________________________________________________________________

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7.5__________________________________________________________________________________________________________________

___________________________

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Other

Comments:___________________________________________________________________________________________________________

____________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________

____________________________________________________

____________________________________________________________________________________________________________________

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Overall comments on candidate’s performance:

Total Standard 7 Assessment Points (Total Possible Points – 32) __________

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Internship-Site Mentor’s Signature _____________________________________________________________________ Date

________________________

SUMMARY

Assessment Point Totals

Standard 1 ______ Standard 2 ______ Standard 3 ______ Standard 4 ______

Standard 5 _____ Standard 6 _______ Standard 7 ______

Grand Total _____

Based on my work with _____________________________________________ during the _____________semester, it is my assessment

that he/she is performing at the level of _____ Mastery ______ Needs Improvement _____ Non-Mastery/ Non-Pass

This decision is based on ________ total points earned by the candidate.

320+ points = Mastery

280+ points = Needs Improvements

240+ points = Non-Mastery/Non-Pass

Below 239 = Repeat Internship

If Non-Mastery/Non-Pass or Repeat is issued, the internship-site mentor and university mentor should attach a statement indicating areas of

deficiency which led to this rating.

__________________________________________________

Candidate Signature University Mentor Signature

Internship-Site Mentor Signature

61

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