dr. harry rossi th, october 17th, december 5th @ 7:00pm …...3 system of accountability for every...
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Leadership, Foundations, and Counseling Psychology
Practicum in School District Administration
ELPS 562
Fall, 2016
Instructor/University Supervisor: Dr. Harry Rossi
Meeting Dates and Times: August 29th, October 17th, December 5th @ 7:00pm—9:30pm
Location: Corboy Law Center-Room 423
Phone: Dr. Rossi: 847-370-8956
Email: hprossi30@hotmail.com or hrossi@luc.edu
Office Hours: Before/After Class
Course Description: This course provides candidates with the acquisition and practice of leadership knowledge and skills
through clinical experiences in educational administration under the direct supervision of a practicing
administrator and a university professor. This course is designed for the candidate pursuing an Illinois
Superintendent’s endorsement and/or a doctoral degree in Educational Administration.
Conceptual Framework: Loyola University Chicago’s School of Education has adopted and embraced the conceptual
framework: Professionalism in the Service of Social Justice. During the Practicum experience we
will utilize this conceptual framework as a lens through which to examine candidates’ leadership
endeavors. Specifically, we will develop and honor the practice of leadership behaviors that promote
just and equitable educational services to all members of our learning community.
Course Objectives:
Under the direction of a host administrator and a university professor, candidates will demonstrate the
following: Candidates demonstrate an understanding of a current body of literature and are able to critically
evaluate new practices and research in their field. (CF1)
Candidates demonstrate an understanding of issues of social justice and inequity. (CF 3)
Candidates demonstrate skills that will enable them to work effectively with diverse clients. (CF 4)
Course Standards
LOYOLA UNIVERSITY CHICAGO’S SCHOOL OF EDUCATION’S CONCEPTUAL
FRAMEWORK STANDARDS:
CF1: Candidates demonstrate an understanding of a current body of literature and are able to
critically evaluate new practices and research in their field.
CF3: Candidates demonstrate an understanding of issues of social justice and inequity.
CF4: Candidates demonstrate skills that will enable them to work effectively with diverse clients.
ISSLC STANDARDS (2008):
ISLLC 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-E).
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ISLLC 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-I).
ISLLC 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.
ISLLC 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.
ISLLC 5: An education leader promotes the success of every student by acting with integrity, fairness,
and in an ethical manner (A-E).
ISLLC 6: An education leader promotes the success of every student by understanding, responding
to, and influencing the political, social, economic, legal, and cultural context (A-C).
NATIONAL COUNCIL FOR ACCREDITATION OF TEACHER EDUCATION (NCATE)
(2011):
Superintendent’s Endorsement/Doctoral Degree – District Level
ELCC 1.1: Candidates understand and can collaboratively develop, articulate, implement, and
steward a shared district vision of learning for a school district. ISBE 1N
ELCC 1.2: Candidates understand and can collect and use data to identify district goals, assess
organizational effectiveness, and implement district plans to achieve district goals. ISBE 3Q;
Loyola CF 1
ELCC 1.3: Candidates understand and can promote continual and sustainable district
improvement. ISBE 1L, 1R
ELCC 1.4: Candidates understand and can evaluate district progress and revise district plans
supported by district stakeholders. ISBE 1R, 4R
ELCC 2.1: Candidates understand and can advocate, nurture, and sustain a district culture and
instructional program conducive to student learning through collaboration, trust, and a
personalized learning environment with high expectations for students. ISBE 1M
ELCC 2.2: Candidates understand and can create and evaluate a comprehensive, rigorous, and
coherent curricular and instructional district program. ISBE 2M
ELCC 2.3: Candidates understand and can develop and supervise the instructional and leadership
capacity across the district. ISBE 2T
ELCC 2.4: Candidates understand and can promote the most effective and appropriate district
technologies to support teaching and learning with the district. ISBE 2H
ELCC 3.1: Candidates understand and can monitor and evaluate district management and
operational systems. ISBE 3O, 3S
ELCC 3.2: Candidates understand and can efficiently use human, fiscal, and technological
resources within the district. ISBE 3I
ELCC 3.3: Candidates understand and can promote district-level policies and procedures that
protect the welfare and safety of students and staff across the district. ISBE 3T, 3U
ELCC 4.1: Candidates understand and can collaborate with faculty and community members by
collecting and analyzing information pertinent to the improvement of the district’s educational
environment. ISBE 1N, 4K
ELCC 4.2: Candidates understand and can mobilize community resources by promoting
understanding, appreciation, and use of the community’s diverse cultural, social, and
intellectual resources throughout the district. ISBE 4R, 4S; Loyola CF 4
ELCC 4.4: Candidates understand and can respond to community interests and needs by building
and sustaining productive district relationships with community partners. ISBE 4F
ELCC 5.1: Candidates understand and can act with integrity and fairness to ensure a district
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system of accountability for every student’s academic and social success. ISBE 5D, 5I
ELCC 5.2: Candidates understand and can model principles of self-awareness, reflective practice,
transparency, and ethical behavior as related to their roles within the district. ISBE 5H
ELCC 5.4: Candidates understand and can evaluate the potential moral and legal consequences of
decision making in the district. ISBE 5A
ELCC 5.5: Candidates understand and can promote social justice within the district to ensure
individual student needs inform all aspects of schooling. ISBE 5K, 5B
ELCC 6.1: Candidates understand and can advocate for district students, families, and caregivers.
ISBE 6H
ELCC 6.2: Candidates understand and can act to influence local, district, state, and national
decisions affecting student learning in a district environment. ISBE 6L
ELCC 6.3: Candidates understand and can anticipate and assess emerging trends and initiatives
in order to adapt district-level leadership strategies. ISBE 6K, 6L; Loyola CF 3
Required Texts:
Kersten, T. (2012). Moving Into The Superintendency: How To Succeed in Making The
Transition. Lanham,MD. Rowman & Littlefield Publishers, Inc. Available Online.
Procedures/Requirements for Entry into the Practicum:
All candidates must be admitted to a graduate program in the School of Education at Loyola
University Chicago.
Candidates must be supported by a practicing school administrator who has more than three
years of experience in the area he/she is supervising. The candidate must have written
approval of the administrator of the host school. An application form is to be completed by the
candidate and the host school administrator. This form is available in this syllabus and on the
LUC School of Education website.
The Practicum is a culminating experience; therefore, it should be one of the final courses
taken in the degree program. Candidates are officially enrolled for a one-semester, three-credit
hour course, ELPS 562.
By mid-term of the semester preceding the semester for which the Practicum is requested
candidates should apply to the Graduate Program Director.
Following acceptance into the Practicum, before the end of the term preceding the Practicum
semester, candidates will attend an orientation session with their assigned university professor.
This orientation session will provide candidates with specific guidelines and expectations.
Candidates are expected to have concentrated time with their host administrator prior to the
beginning of the Practicum semester, in order to facilitate experiences relevant to the opening
of a semester at the host school.
The Practicum is offered twice each year for candidates—fall semester and spring semester.
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Participant Expectations:
1. The Practicum Candidate:
In order to meet a candidate’s individual needs in a given situation, the university supervisor,
the host administrator, and the candidate will collaboratively structure the role of the
candidate. The candidate is required to keep a log and make reports to both the university
supervisor and the host administrator. Visits at the school site allow the Practicum candidate
and university supervisor opportunity to discuss concerns that might arise.
The Practicum requires that the candidate work under the supervision of a practicing
administrator for one semester on an average of twelve (12) hours per week (120 total hours
required). Following acceptance into the Practicum, before the end of the term preceding the
Practicum semester, the candidate will attend an orientation session with his/her assigned
university professor. This orientation session will provide the candidate with specific
guidelines and expectations. Ideally, the candidate will be assigned a wide range of
administrative duties and responsibilities with corresponding authority. Opportunities for the
candidate to assume a leadership role or to participate/observe in the decision making process
are encouraged.
Practicum candidates are expected to take the initiative to broaden their professional
experiences. They must be willing to put forth additional time and effort that is not required of
other staff members, which often means arriving early and leaving late from their school site.
It is expected that the Practicum candidate will seek to minimize any imposition on the host
administrator by assisting the host administrator with as many duties as possible.
While the training of the Practicum candidate is essentially centered around the concept of
“hands on learning,” the professional growth of the Practicum candidate is fostered through
reflective analysis of his/her skills in problem solving, application, and implementation of
leadership skills.
Practicum candidates must realize that in any given situation they may find themselves “in
between” teachers and administrators. It is essential that they keep privileged information
confidential.
1. The Host Administrator
The role of the host administrator includes recommending individuals for admission to the
Practicum, on-site supervision for the candidate, meeting with the university supervisor,
assigning administrative duties and tasks, guiding the candidate, and assessing progress of the
candidate. It is recommended that the host administrator explain the function and duties of the
Practicum candidate to the school faculty.
The host administrator faces both challenges and opportunities in sponsoring the Practicum
candidate. He/she has the opportunity to make a significant contribution to the field of
education as a mentor for an aspiring administrator. Yet, the challenge for the host
administrator is to put the candidate to work in ways that make the candidate a valuable
contributor to the school’s operation and, at the same time, provide for the candidate’s mastery
of the many important competencies of a school administrator.
In order to facilitate these opportunities and challenges, the Practicum candidate’s experience
should include:
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1. A wide range of activities that help the candidate become acquainted with all the facets of
the host administrator’s work.
2. Opportunities to observe the host administrator in a variety of situations.
3. Duties of increasing responsibility.
1. The University Supervisor
Faculty of the Administration and Supervision Program Area of the Educational Leadership
Affinity Group will provide overall guidance for the Practicum.
The university supervisor oversees the Practicum candidate’s experiences, provides on-site
visitations (normally once at the beginning and once at the end of the Practicum) and
schedules other meetings as deemed necessary. The first visit will be a formal discussion with
the candidate and the host administrator to clarify the role of the host administrator, the
experiences needed by the candidate, and the role of the university supervisor. The second
(and any additional) visits(s) will be to observe the candidate and to talk with the host
administrator regarding the candidate’s progress.
The university supervisor will provide the final grade for the Practicum candidate.
Course Requirements for all levels of Candidacy:
1. Practicum demographic form: To ensure that our candidates receive experience in a
culturally diverse environment, we are required by our accreditation agencies to obtain
demographic information about the Practicum sites. This form should be completed and returned
to the SOE office via your university supervisor.
If the total minority enrollment (i.e., Black, Hispanic, Asian/Pacific Islander, Native
American) is less than 20%, then for one full day, the Practicum candidate should strongly
consider shadowing an administrator at a culturally–diverse site.
2. Time: The Practicum candidate will average twelve (12) hours per week (120 total hours
required) involvement in administration/leadership experiences at the school site. The
Practicum experience should begin during the month prior to the beginning of the semester to
allow for extensive experiences prior to the start of school or during holiday break. These
experiences will be designed to lead to competency in leadership and decision-making. These
hours are exclusive of activities the candidate would normally engage in during his/her regular
teaching or other work assignment.
Once per month during the course of the semester, the Practicum candidate will attend an
on-campus session with other Practicum candidates and the university professor for a total
of four (4) sessions on May 9, August 29, October 17, December 5. These group
sessions will provide candidates with the opportunity for group reflection, processing, and
networking on their Practicum experiences.
3. Logs: Each week candidates will maintain a word-processed log for all practicum activities.
This log will be submitted electronically via e-mail to the university supervisor on a weekly
basis. Candidates will provide a paper copy of their logs, with supporting documentation
attached, certified by their host administrators to the university supervisor at each on-campus
session.
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Logged hours may include time Practicum candidates spend in meeting with the university
supervisor. They may also include on-site work on required projects, but not research or
writing/typing of those projects.
Logged hours may not include meetings, parent conferences, or other activities the
Practicum candidate would normally engage in during his/her regular teaching (or other
work) assignment.
Practicum candidates may not use bus duty, playground duty, or other supervisory
assignments for any their 120 total hours.
Logging of hours may be extended into a second semester ONLY under extenuating
circumstances and ONLY with the approval of the university supervisor. If this is
necessary, candidates will be assigned a grade of INCOMPLETE and will receive a grade
upon completion of the Practicum ONLY if this occurs within the semester following their
initial enrollment. Prior experience may not be counted toward actual logged hours unless
approved by the university professor supervising the Practicum.
Workshop/Conference attendance may be used for a maximum of 6 hours, exclusive of
travel time.
4. Weekly Journal Entries: Candidates are expected to maintain an electronic journal that
analyzes, summarizes, and reflects upon the activities and projects undertaken during the
week. These should be e-mailed to the university supervisor (along with the weekly log)
each week. A copy of the journal should also be given to the host administrator. Journal
entries should be numbered consecutively for ease. The first entry should contain
directions to your school, your work schedule, the best time(s) the university supervisor
could visit your school and your home/school phone numbers, addresses, and e-mail
addresses. Journal entries are formal communications between the candidate, the host administrator,
and the university supervisor and should be reflective of effective communication
techniques. Therefore, they must be word-processed, double spaced, checked for
spelling, and should follow proper rules of grammar. Each report should provide a record
of the week’s activities and the time accorded each activity.
Additional activities may be added in order to personalize the experiences for the
candidates; however, the candidate, the host administrator, and the university supervisor
must collaboratively develop the final list of activities. A copy of the finalized list should
be given to the host administrator and the university supervisor.
For your practicum it is expected that you will average 12 hours per week for a total of 120 hours per
practicum semester. You are responsible for twelve (12) written formative journal entries submitted
weekly via e-mail to your university supervisor. Each entry will include the following components:
1) A brief summary of the administrative activities in which you were engaged;
2) A reflective component of your reactions, insights, questions raised, thoughts, and/or
3) Connections of theory to practice. Your reflections may be positive or negative in nature;
4) Reflect on the role that collaborative relationships played in your work;
5) Reflect on the how your work affected or influenced student achievement and/or district
culture (Loyola CF 3)
6) And, describe how your practicum work helped you work toward one or more of the required
activities with the corresponding ELCC standards.
Within your 120 hours, you are required to be involved in a minimum of 16 activities with at least two
being MAJOR activities and two or more being MINOR activities from each of the four areas of the
“Practicum Activities List.”
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1. Projects:
Candidate Choice Projects: Candidates are required to be involved in at least two major*
(8 total majors) and two or more minor activities (8 total minors) from each of the four
areas of the “Practicum Activities List” included with this document for a minimum of
sixteen (16) activities total during the Practicum semester. These lists can be found on
pages 15 – 18.
If the total minority enrollment on the Demographic Form is less than 20%, then the
Practicum candidate may shadow an administrator in a culturally-diverse site for one full
day. This activity may be included as one of the 16 required activities. In each case the
candidate will document his/her involvement on the list by providing the notes taken,
memos, etc. and by noting the activity on the weekly log. The documentation from the
activities will be delivered to the university supervisor at the four on-campus sessions.
* In addition to the major/minor activities that you will be chronicling in your weekly journal entries,
there are two additional required projects:
Required Project –– District Analysis Plan to be Uploaded into LIVETEXT
Scenario
Assume you are the Superintendent of a school district wherein student achievement scores from state
testing have been received. You, along with other administrative team members, have compiled and
analyzed the student scores, demographic data, and other pertinent information in order to determine
what interventions, professional development, and resources must be included in the development of
the district improvement plan. The plan is complete and you are now ready to present it to the Board
of Education for their approval. Approximately 15-20 minute PowerPoint presented to class.
Assignment
To help them fully understand and appreciate the purpose and multiple components of the plan, you
must first prepare a report that details this information. Your report must:
1. Explain the purpose of a district improvement plan and its relationship to the district vision to
improve student outcomes in a manner that provides equity and access of the full curriculum
to all students (ELCC 5.3).
2. Analyze the districts’ student achievement data in the plan and indicate which multiple data
sources you will be focusing upon to articulate proposed recommendations for improved
student outcomes that meet current federal and state legislation. (ELCC 6.1)
3. Include the rationale for using data-based research strategies and strategic planning processes that
focus on student learning to develop a vision, drawing on relevant information sources such as
student assessment results, student and family demographic data, and an analysis of
community needs. (ELCC 1.1.) Loyola CF 1
4. Encompass the theory and research that relates to organizational and educational leadership and
engage in the collection, organization, and analysis of a variety of information, including
student performance data, required to assess progress toward a district’s vision, mission, and
goals. (ELCC 1.4)
5. Demonstrate the ability to bring together and communicate effectively with stakeholders within
the district and the larger community concerning implementation and realization of the vision.
(ELCC 4.1)
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6. Demonstrate the ability to use community data to respond to community interests and needs that
support improved student outcomes (ELCC 4.2)
7. Explain research based processes that can effectively implement a district vision using both district
and community resources throughout the entire school district and community. (ELCC 4.3)
8. Propose a sustained approach to apply best practices to student learning that capitalizes on
multiple aspects of diversity to meet the learning needs of all students. (ELCC 2.3)
9. Describe the use of qualitative and quantitative data, appropriate research methods, technology,
and information systems to develop a long-range plan for a district that can assess the district’s
improvement and accountability systems. (ELCC 3.2)
10. Develop personal professional growth plans that reflect commitment to life-long learning and best
practices. (ELCC 2.4.)
Required Project Culminating Activity—A Reflective Analysis – to be Uploaded into
LIVETEXT
At the final on-campus session, the candidate will provide the university supervisor with a six to eight
page paper in which you describe, analyze, and synthesize the Practicum experience through the lens
of the conceptual framework of Loyola’s School of Education—Professionalism in the Service of
Social Justice. This is a reflective analysis, written in the first person, in which you reflect on your
learning, personal and professional outcomes and benefits, and understandings of the application of
leadership theories. You should also reflect upon your learning related to the ELCC/ISLLC
superintendent standards, and specifically to the standards and elements described in the attached
rubric. The paper should be word processed, spell checked, and grammatically correct.
In particular, please focus on the following:
ELCC 5.1: Candidates understand and can act with integrity and fairness to ensure a district
system of accountability for every student’s academic and social success.
Describe how you demonstrated this disposition within your practicum activities and the challenges
that you faced when acting with integrity.
ELCC 5.2. Candidates understand and can model principles of self-awareness, reflective
practice, transparency, and ethical behavior as related to their roles within the district.
Describe how you demonstrated this disposition within your practicum activities and the challenges
that you faced when acting fairly.
ELCC 5.4: Candidates understand and can evaluate the potential moral and legal consequences
of decision making in the district.
Describe how you demonstrated this disposition within your practicum activities and the challenges
that you faced when acting ethically.
Course Evaluation:
Evaluation by host administrator: The host administrator will evaluate candidates at the end of their
Practicum. The evaluation instrument is attached to this document. This confidential report will be
submitted to the university supervisor and will be taken into account for the purposes of grading;
however, the university supervisor has the final authority for issuing a grade in this course.
Evaluation by the university supervisor: The course grade is a compilation of the following items:
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Reports of activities and weekly journals,
Completion of a minimum of 120 clock hours engaged in activities as described in the
practicum activities list that is part of this syllabus,
Time logs signed and approved by the host administrator,
Attendance at on-campus class sessions,
Reflective analysis of practicum experience as described above,
Host administrator evaluation,
Required projects:
* District Improvement Plan Analysis
Written assignments will be evaluated on the basis of:
Conformity with the assignment directions (analyze, summarize, insights, connection to
leadership theory, connection to ELCC standards),
Thoroughness of topic and presentation,
Application of course concepts,
Effectiveness of expression, and,
Mechanics of writing.
No project will be accepted more than one week after its due date. Late assignments will result in a
grade reduction. One grade reduction for each day the assignment is received after the due date.
A final letter grade will be issued by the university supervisor. The practicum in Educational
Administration is the culmination of all coursework and is the capstone experience of the
administrative program. By virtue of the work accomplished and its inherent responsibility, it is the
expectation that candidates will exhibit maturity and professionalism in their work, whether it be at the
practicum site, or in the completion of all assignments. It is the expectation that written assignments
will be submitted on specific due dates. Failure to do so will result in a lower grade. Grading rubrics
for the superintendent report on the district improvement plan and for the weekly journal and
summative reflections will be distributed. Failure to complete the written standards projects
assignment as described in this syllabus will result in a lower grade. In the event any of the
aforementioned assignments/projects are incomplete or do not meet criteria for writing expectations,
the course grade will be reduced by ½ (one-half) of a letter grade, i.e., from A to A-, to B+, to B, to B-,
and so on.
Failure to complete a minimum of 16 activities or complete less than 120 clock hours will result in an
Incomplete. An incomplete (I) may be issued by extenuating circumstances. In this case, a candidate
must complete all work in ELPS 562 NO LATER THAN the term or semester following his/her
registration in the course. Failure to complete the requirements in the semester following his/her
registration in course will result in the candidate needing to re-register in the course.
Levels of Experience:
Candidates are encouraged to participate in a range of experiences, to include the following:
Observation: Candidates are present during the administrative or supervisory activities but not
involved in a significant way. (Ex. administrative council meetings, committee meetings,
discipline hearings, parent conferences, school board meetings if the goal is to observe the
interactions between administrators and the board or members of the community, faculty meetings
in schools other than that of the candidate, special education multidisciplinary conferences).
Interviews: Candidates interact with administrators or external agencies regarding areas of
administrative activity or theory.
Minor participation: Candidates are involved on a limited basis in administrative activities,
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ordinarily with the goal of gaining familiarity with those areas of responsibility.
Major participation: Candidates plan, develop, implement, and evaluate administrative or
supervisory activities or programs.
Note: Even though candidates are assigned to one host administrator, they are strongly encouraged to seek
activities that provide them with a range of administrator models, both in terms of administrative
responsibilities as well as leadership styles.
Course Sequence:
This course is taught over a fourteen-week period during the fall and spring semesters. Candidates
meet on campus as a whole group with the university professor four times during the semester on
TBA. There is one textbook required for this class, which will available on-line.
Required content for every SOE syllabus
IDEA Objectives for the Faculty Information Form
1. Learning to apply course material (to improve thinking, problem solving, and decisions)
2. Developing specific skills, competencies, and points of view needed by professionals in the field most closely related to this course
3. Acquiring skills in working with others as a member of a team 4. Learning how to find and use resources for answering questions or solving
problems 5. Learning to analyze and critically evaluate ideas, arguments, and points of
view
IDEA Course Evaluation Link for Students Please include a link to the IDEA Campus Labs website: http://luc.edu/idea/ and direct your students to the Student IDEA Log In. This will assist in bringing students’ attention to completing the course evaluation at the end of the course. Conceptual Framework and Conceptual Framework Standards Each syllabus is required to have a statement explaining how the SOE’s Conceptual Framework (CF)—Social Action through Education—is exemplified within the context of the particular course. Please be sure to include a link to the conceptual framework, as well as a statement that thoughtfully elaborates on how it is exemplified within the context of the course. If the course houses a Core Assessment for one or more of the CF standards for your program area it is critical that you include the CF standard(s) and describe how it weaves through the course and is assessed. Our conceptual framework is described here: www.luc.edu/education/mission/
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LiveText Each syllabus should include LiveText in the required texts and materials section. All students, except those who are non-degree, must have access to LiveText to complete the benchmark assessments aligned to the Conceptual Framework Standards and all other accreditation, school-wide and/or program-wide related assessments. You can also include the following hyperlink to offer students additional information about LiveText. Dispositions Each syllabus is required to have a statement describing what SOE dispositions will be assessed in the course. These dispositions, Professionalism, Fairness, and the Belief that All Students Can Learn, are indicators of growth for across our programs. Full transparency is critical to ensure that candidates are able to meet the expectations in this area. Please be sure to state the disposition or dispositions that are assessed in the course along with the rubric that will be used or direct students to where they can locate the rubric (e.g. LiveText). Disposition data will be available every semester to program faculty so they can work with students to develop throughout their program and address any issues as they arise. Diversity Each syllabus is required to have a statement relating to diversity and how it is integrated into the course. Diversity is integral to the study of education and to the social justice mission of the School of Education. If you have questions on how diversity is addressed in the specific course you are teaching, please contact your program chair. Syllabus Addendum Link www.luc.edu/education/syllabus-addendum/ This link directs students to the following required statements and can be used in place of adding each individual statement to your syllabus. Please insert this link where you would normally reference this content in your syllabus.
Academic Honesty Academic honesty is an expression of interpersonal justice, responsibility and care, applicable to Loyola University faculty, students, and staff, which demands that the pursuit of knowledge in the university community be carried out with sincerity and integrity. The School of Education’s Policy on Academic Integrity can be found at: www.luc.edu/education/resources/academic-policies/academic-integrity/ For additional academic policies and procedures refer to: www.luc.edu/education/resources/academic-policies/ Accessibility Students who have disabilities which they believe entitle them to accommodations under the Americans with Disabilities Act should register with the Services for Students with Disabilities (SSWD) office. To request accommodations, students must schedule an appointment with an SSWD coordinator. Students should contact
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SSWD at least four weeks before their first semester or term at Loyola. Returning students should schedule an appointment within the first two weeks of the semester or term. The University policy on accommodations and participation in courses is available at: www.luc.edu/sswd/ Conceptual Framework SOE’s Conceptual Framework –Social Action through Education – is exemplified within the context of each particular course. Conceptual Framework standards are referenced in the specific course syllabus if applicable. Our conceptual framework is described here: www.luc.edu/education/mission/ EthicsLine Reporting Hotline Loyola University Chicago has implemented EthicsLine Reporting Hotline, through a third party internet & telephone hotline provider, to provide you with an automated and anonymous way to report activities that may involve misconduct or violations of Loyola University policy. You may file an anonymous report here on-line or by dialing 855-603-6988. (within the United States, Guam, and Puerto Rico) The University is committed to the highest ethical and professional standards of conduct as an integral part of its mission of expanding knowledge in the service of humanity through learning, justice and faith. To achieve this goal, the University relies on each community member's ethical behavior, honesty, integrity and good judgment. Each community member should demonstrate respect for the rights of others. www.luc.edu/ethicsline Electronic Communication Policies and Guidelines The School of Education faculty, students and staff respect each other’s rights, privacy and access to electronic resources, services, and communications while in the pursuit of academic and professional growth, networking and research. All members of the university community are expected to demonstrate the highest standards of integrity, communication, and responsibility while accessing and utilizing technology, information resources, and computing facilities. A link to the Loyola University Chicago and School of Education official policies and guidelines can be found at: www.luc.edu/media/lucedu/education/pdfs/SOE_Cyberbullying_Policy.pdf www.luc.edu/media/lucedu/education/pdfs/SOE_Netiquette_Guidelines.pdf www.luc.edu/its/itspoliciesguidelines/index.shtml
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Loyola University Chicago
School of Education
District-Superintendent Level
PRACTICUM APPLICATION/AGREEMENT
Date Semester/Year for Practicum
Candidate Name: LUC ID: Position and Name of School: Address: City, State, Zip Code: Phone Numbers:
Work: Home: Work E-mail address: Home E-mail address:
Academic Advisor: Program Completion Date: Hours completed at the END of the current semester: Name of the Host Administrator: Host Administrator’s District-Level State Certificate Number: District/School Address: Host Administrator’s E-mail work address:
Candidate Signature: Date: Host Administrator Signature: Date: University Supervisor: Date: University Program Area Chair: Date:
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Personal Checklist for Practicum Students
Candidate Name:
Requirement Date Due Completed
Attendance: Orientation August 29
Practicum Application/Agreement Second Class Meeting August 29
Demographic Form Second Class Meeting October 17,
2016
Required Projects: District Improvement Plan and PowerPoint Presentation Fourth Class Meeting December 5,
2016
Weekly Responsibilities: Log of Hours E-mailed Every Tuesday Journal Entry E-mailed Every Tuesday On-campus 3X-Signed Logs 3rd, and 4th Class Meeting Time: 120 hours minimum As completed Activities List: 16 activities- 2 major per area (8 total majors) and at
least 2 minor per area (total of 8 or more minor activities) As completed
Written reflection with each activity Host Administrator’s Evaluation No later than last Class Meeting Culminating Activity: Reflective Analysis- 6-8 page minimum Last Class Meeting
15
ELPS 562 Practicum Demographic Information
To ensure that our candidates receive a variety of experiences, we are required by our accreditation
agencies to obtain demographic information about the schools/districts where our candidates do their
clinical experience (Practicum). Please complete the information requested below as it pertains to
your school and to your district and return it to your Practicum supervisor.
Name of Practicum Candidate:
Name of School District: _________________________________________________________
Demographic Criteria Percentage of Each Group/Subgroup in
District Total District Enrollment White Black Hispanic Asian/Pacific Islander Native American Multiracial Low-Income Students Limited English Proficiency Students
(LEP)
Students with IEPs (include all IEP
students)
This information may be obtained from the Fall Housing Report submitted annually to ISBE. If it is not
available for the current school year, use information from the previous year’s report or the Illinois School
Report Card. If the total minority enrollment (i.e., Black, Hispanic, Asian, Native American, or Multiracial) is
less than 20%, the Practicum candidate should strongly consider shadowing an administrator at a culturally-
diverse site for one full day during the semester. You need only provide district information.
16
WEEKLY LOG
Name: __________________________________________________________
Week Beginning: _________________________Ending: ____________________
Date Time
Started Time
Ended Description of Related
Activity Activity Number
Weekly Time Used (hrs/min)
Hours Carried Forward
Total Hours Accumulated to Date
Host Administrator’s Signature ____________________________________ Date:
__________
E-mail each week to your university supervisor:
Bring printed and signed copies to each on-campus session.
17
Practicum Activities List
Superintendency
Candidates will complete and document at least sixteen (16) of the activities that are listed below under the four
Administrative Areas. Candidates must select at least two major (in BOLD) and at least two minor activities
under each area, and will document completion dates on this list. Activities are also to be noted on the
candidate’s logs and on written reports with supporting data, which must be submitted to the university
supervisor. A copy of this completed form should be submitted to the university supervisor at the conclusion of
the Practicum.
Practicum Candidate Name: ___________________________________________
Semester: _____________________________
Site of Practicum: ____________________________
Administrative Area: INSTRUCTIONAL LEADERSHIP
ACTIVITY
NUMBER ACTIVITY DESCRIPTION
1 Review district’s program for new teacher mentoring, make suggestions for one if none exists. 2 Review the district’s program for orientation for substitute teachers or make suggestions for one if none
exists. 3 Develop a tool for evaluating instructional leadership strategies used by principals in faculty
meetings. 4 Critically discuss the tests used for psychological testing with the school psychologist. 5 Observe two different meetings regarding special education placements: Multi-disciplinary conferences,
IEP meetings, or other special meetings between school personnel (and parents, if appropriate). 6 Interview the parent of a child with a disability. 7 Interview the coordinator of pupil services (or special education coordinator). 8 Arrange/observe an orientation for new teachers/staff. 9 Develop programs to reduce absenteeism, tardiness, and/or behavioral problems. 10 Review and compare the district report cards for one school over the past three years, commenting about
possible goals for the future based on standardized testing results. 11 Help formulate staff/personnel policies. 12 Assist in the assignment of staff/personnel 13 Other: (discuss with host administrator and university supervisor to get prior approval). Explain the
activity.
18
Administrative Area: DEVELOPMENT/SUPERVISION OF CURRICULUM
ACTIVITY
NUMBER ACTIVITY DESCRIPTION
14 Interview the district’s special education coordinator about current issues in that area. 15 Discuss the district’s in-service program with the person responsible for it and make at least one suggestion
for improvement. 16 Plan and conduct in-service programs for professional staff. 17 Stimulate and provide opportunities for professional growth. 18 Prepare a news release for a district level program of interest. 19 Interview the gifted coordinator about current issues of concern in that area. 20 With a principal at each level, discuss the district’s textbook cycles of major subject areas. 21 Discuss/Evaluate curriculum in a particular academic area in terms of outcomes set by the school or
district. 22 Discuss with other principals and/or district personnel plans to coordinate educational programs across
schools. 23 Attend a meeting of the local area curriculum council to develop an understanding of township
curriculum articulation and identify the most pressing issues. 24 Develop a format for curriculum review process. 25 Other: (discuss with host administrator and university supervisor to get prior approval). Explain the
activity.
Administrative Area: ORGANIZATION/COORDINATION OF ACADEMIC PROGRAMS
ACTIVITY
NUMBER ACTIVITY DESCRIPTION
26 Attend a meeting of the area special education cooperative’s governing board to review the policy
issues addressed. 27 Review the Board of Education’s policy manual and make two recommendations for change. 28 Plan an in-service to educate faculty on board policies affecting student outcomes. 29 Observe the school nurse’s procedure for immunization record keeping, dealing with student medical
concerns, and other aspects of the nurse’s job description. 30 Attend a meeting of the regional superintendent’s governing board to review the policy issues
addressed. 31 Interview the director of transportation regarding the kinds of problems encountered in dealing with
bus discipline, parent complaints, and scheduling of bus routes. 32 Review the district’s policy on sexual harassment and propose an in-service. 33 Review the district’s weapons policy and make suggestions for clarification and/or in-servicing
staff members. 34 Review the district’s building use policy with the business manager. 35 Review the testing programs required by the state or otherwise requested of the school. 36 Discuss with superintendent how he/she keeps informed about new state and/or federal mandates and
how he/she keeps communicates this to teachers, students, and parents. 37 Other: (discuss with host administrator and university supervisor to get prior approval). Explain the
activity.
19
Administrative Area: LEADERSHIP/DISTRICT MANAGEMENT
ACTIVITY
NUMBER ACTIVITY DESCRIPTION
38 Develop/administer policies for parent/community participation in schooling. 39 Observe two administrative council/cabinet meetings in different districts, making note of agenda
formats, interactive activity, and leadership styles of the superintendents. 40 Attend an executive board meeting of the local parent/teacher organization. (PTA/PTO) 41 Attend a Local School Council meeting. 42 Represent the school at a community organization meeting. 43 Develop a plan to publicize student and staff accomplishments. 44 Observe and analyze two meetings of the district’s welfare committee (any committee between staff
and administration that deals with questions about contract interpretation). 45 Interview the local union president about strategies used to develop and maintain an effective working
relationship with district level administration. 46 Review and analyze the district’s enrollment projections for the next five years. 47 Observe two school board meetings in different districts and make note of leadership styles of the
superintendents, interaction among board members, agenda formats, and types of issues
addressed. 48 Observe the preparation of the agenda for two local board meetings and the materials sent to board
members. 49 Prepare a memo to the school board on an issue of current concern. 50 Interview the business manager about problems inherent in the budget developing process. 51 Discuss the district’s investment program with the business manager and a member of the school
board. 52 Study and compare the district’s two most recent audit reports. 53 Examine and compare the budgets of buildings at all three levels (elementary, middle, and high
school), commenting about the differences among them. 54 Interview the school reporter for a local newspaper regarding criteria and the paper uses to determine
which school (or community) issues are covered in depth and how those criteria are applied. 55 Interview the director of maintenance about the summer maintenance schedule for the past two years. 56 Other: (discuss with host administrator and university supervisor to get prior approval). Explain this
activity. 57 Meet with the Superintendent or Human Resources Director to discuss current bargaining issues
and style (i.e. classic confrontation, interest-based, win-win, etc) to understand the current
environment for contract negotiations.
20
HOST ADMINISTRATOR’S RESPONSIBILITIES
Practicum in School Administration ELPS 562
Loyola University Chicago
1. Agree to supervise the candidate and meet with him/her to discuss Practicum expectations.
2. Sign the Practicum Agreement with the University.
3. Meet with the candidate and the university professor to discuss experiences and activities in the
Practicum.
4. Introduce the candidate to the site staff and explain his/her role in the organization.
5. Assign administrative duties and tasks; guide the candidates; and assess progress of the candidate.
6. Schedule weekly conferences with the candidate to discuss his/her activities, to coordinate
schedules or give directions, to talk over problems or share thoughts about situations in the work
setting that can be helpful to the candidate, etc.
7. Sign the candidate’s Weekly Log and Activities List to verify completion of designated activities.
8. Evaluate the candidate upon his/her completion of all course requirements.
9. The host administrator faces both challenges and opportunities in sponsoring the Practicum
candidate. He/she has the opportunity to make a significant contribution to the field of education
as a mentor for an aspiring administrator. Yet, the challenge for the host administrator is to put the
candidate to work in ways that make the candidate a valuable contributor to the school’s operation
and, at the same time, provide for the candidate’s mastery of the many important competencies of
a school administrator.
In order to facilitate these opportunities and challenges, the Practicum candidate’s experience should
include:
A wide range of activities that help the candidate become acquainted with all the facets of
the host administrator’s work.
Opportunities to observe the host administrator in a variety of situations.
Duties of increasing responsibility.
Thank you for your willingness to assist in this important part of preparing future school
administrators.
21
Evaluation of the Practicum Candidate by the Host Administrator in the Field for
Superintendent Endorsement – One semester 120 hour practicum
Practicum in Educational Administration- Loyola University Chicago
To: The University Supervisor
From: The Host Administrator
Name of Candidate: Practicum Site: __________________________
As the district site supervisor, please evaluate the extent to which the Practicum candidate has exhibited the
competencies listed below by checking one of the corresponding boxes. The candidate must complete a
minimum of 8 of these major activities and 8 minor activities for a total of 120 practicum hours.
3=Excellent – The candidate takes the lead role in planning, developing, and/or implementing the activity.
2=Satisfactory – The candidate supports the building administrator in planning, developing and/or implementing
the activity.
1=Unsatisfactory – The candidate observed the building administrator in the activity but does not add ideas to
the planning, developing and/or implementation of the activity.
0 = Not able to evaluate
ELCC 2011 Standards Aligned with Practicum Activities 3 2 1 0
ELCC 1.1: Candidates understand and can collaboratively develop, articulate,
implement, and steward a shared district vision of learning for a school district.
ISLLC Standard 1 Function A
ELCC 1.2.: Candidates understand and can collect and use data to identify district
goals, assess organizational effectiveness, and implement district plans to achieve
district goals. Loyola CF 1
ISLLC Standard 1 Function B
ELCC 1.3: Candidates understand and can promote continual and sustainable
district improvement.
ISLLC Standard 1 Function C
ELCC 1.4: Candidates understand and can evaluate district progress and revise
district plans supported by district stakeholders.
ISLLC Standard 1 Functions D, E
ELCC 2.1: Candidates understand and can advocate, nurture, and sustain a
district culture and instructional program conducive to student learning through
collaboration, trust, and a personalized learning environment with high
expectations for students.
ISLLC Standard 2 Functions A, B
ELCC 2.2: Candidates understand and can create and evaluate a comprehensive,
rigorous, and coherent curricular and instructional district program.
ISLLC Standard 2 Functions C, E
.
ELCC 2.3: Candidates understand and can develop and supervise the instructional
and leadership capacity across the district.
ISLLC Standard 2 Functions D, F, G, H
22
ELCC 3.1: Candidates understand and can monitor and evaluate district
management and operational systems.
ISLLC Standard 3 Function A
ELCC 3.2: Candidates understand and can efficiently use human, fiscal, and
technological resources within the district.
ISLLC Standard 3 Function B
ELCC 3.3: Candidates understand and can promote district-level policies and
procedures that protect the welfare and safety of students and staff across the
district.
ISLLC Standard 3 Function C
ELCC 4.1: Candidates understand and can collaborate with faculty and
community members by collecting and analyzing information pertinent to the
improvement of the district’s educational environment.
ISLLC Standard 4 Function A
ELCC 4.2: Candidates understand and can mobilize community resources by
promoting understanding, appreciation, and use of the community’s diverse
cultural, social, and intellectual resources throughout the district.
ISLLC Standard 4 Function B
ELCC 4.4: Candidates understand and can respond to community interests and
needs by building and sustaining productive district relationships with community
partners. Loyola CF 4
ISLLC Standard 4 Function D
ELCC 5.1: Candidates understand and can act with integrity and fairness to
ensure a district system of accountability for every student’s academic and social
success.
ISLLC Standard 5 Function A
Candidate demonstrates this disposition within all practicum activities.
ELCC 5.2: Candidates understand and can model principles of self-awareness,
reflective practice, transparency, and ethical behavior as related to their roles
within the district.
ISLLC Standard 5 Function B
Candidate demonstrates this disposition within all practicum activities.
ELCC 5.4: Candidates understand and can evaluate the potential moral and legal
consequences of decision making in the district.
ISLLC Standard 5 Function D
Candidate demonstrates this disposition within all practicum activities.
ELCC 6.1: Candidates understand and can advocate for district students, families,
and caregivers.
ISLLC Standard 6 Function A
ELCC 6.2: Candidates understand and can act to influence local, district, state,
and national decisions affecting student learning in a district environment.
ISLLC Standard 6 Function B
23
Please note candidate’s areas of strength:
Please note candidate’s areas for growth:
Host Administrator’s Signature: ______________________________ Date: _____________
Please return to: Dr. Harry Rossi, hprossi30@hotmail.com or hrossi@luc.edu or fax: 847-498-
4190 or mail to Dr. Harry Rossi, 450 E. Waterside Drive, Chicago 60601 by December 5th.
24
ELCC SPA Assessment # 2
ELPS 562 – Practicum – Superintendent/District Level
Report to Board of Education - Analysis of District Improvement Plan
Scenario
Assume you are the Superintendent of a school district wherein student achievement scores from state
testing have been received. You, along with other administrative team members, have compiled and
analyzed the student scores, demographic data, and other pertinent information in order to determine
what interventions, professional development, and resources must be included in the development of
the district improvement plan. The plan is complete and you are now ready to present it to the Board
of Education for their approval.
Assignment
To help them fully understand and appreciate the purpose and multiple components of the plan, you
must first prepare a report that details this information. Your report must:
Explain the purpose of a district improvement plan and its relationship to the district
vision to improve student outcomes in a manner that provides equity and access of the
full curriculum to all students (ELCC 5.3).
Analyze the districts’ student achievement data in the plan and indicate which multiple
data sources you will be focusing upon to articulate proposed recommendations for
improved student outcomes that meet current federal and state legislation. (ELCC 6.1)
Include the rationale for using data-based research strategies and strategic planning
processes that focus on student learning to develop a vision, drawing on relevant
information sources such as student assessment results, student and family demographic
data, and an analysis of community needs. (ELCC 1.2.) Loyola CF 1
Encompass the theory and research that relates to organizational and educational
leadership and engage in the collection, organization, and analysis of a variety of
information, including student performance data, required to assess progress toward a
district’s vision, mission, and goals. (ELCC 1.4)
Demonstrate the ability to bring together and communicate effectively with stakeholders
within the district and the larger community concerning implementation and realization
of the vision. (ELCC 4.1)
Demonstrate the ability to use community data to respond to community interests and
needs that support improved student outcomes (ELCC 4.2)
Explain research based processes that can effectively implement a district vision using,
both district and community resources, throughout the entire school district and
community. (ELCC 4.3)
Propose a sustained approach to apply best practices to student learning that capitalizes
on multiple aspects of diversity to meet the learning needs of all students. (ELCC 2.3)
Describe the use of qualitative and quantitative data, appropriate research methods,
technology, and information systems to develop a long-range plan for a district that can
assess the district’s improvement and accountability systems. (ELCC 3.2)
Develop personal professional growth plans that reflect commitment to life-long learning
and best practices. (ELCC 2.4.)
Rubric for ELCC SPA Assessment #2
25
ELPS 562 Superintendent/District Level Practicum
Report to Board of Education-Analysis of District Improvement Plan
Score Standards/Elements Target (3) Acceptable (2) Unacceptable (1)
ELCC 1.2
Candidates understand and
can collect and use data to
identify district goals,
assess organizational
effectiveness, and
implement district plans to
achieve district goals.
ISLLC 1 Function B
ISBE 3Q
Loyola CF 1
Rationale for the use of data-
based research strategies and
strategic planning processes
that focus on student
learning to develop a vision
is clearly articulated.
Drawing on relevant
information sources such as
student assessment results,
student and family
demographic data, and an
analysis of community needs
is included.
Rationale for the use
of data-based research
strategies and
strategic planning
processes that focus
on student learning to
develop a vision is
articulated. However,
the use of all relevant
information sources
such as student
assessment results,
student and family
demographic data, or
an analysis of
community needs is
absent.
Rationale for the use
of strategic planning
processes to develop a
vision is stated.
However, data
analysis is missing.
ELCC 1.4.
Candidates understand and
can evaluate district
progress and revise district
plans supported by district
stakeholders.
ISLLC 1 Function D, E
ISBE 1R, 4R
Report encompasses the
theory and research related
to organizational and
educational leadership, and
includes the collection,
organization, and analysis of
a variety of information,
including student
performance data, that is
required to assess progress in
stewarding a district’s vision,
mission, and goals.
Report states the need
for the collection,
organization, and
analysis of a variety
of information,
including student
performance data,
useful to assess
progress toward a
district’s vision,
mission, and goals.
However, the theory
related to
organizational and
educational leadership
is lacking.
Report refers to
research related to
organizational or
educational
leadership.
Information on data is
not included.
ELCC 2.3.
Candidates understand and
can develop and supervise
the instructional and
leadership capacity across
the district.
ISLLC 2 Functions D, F,
G
ISBE 2T
Comprehensive plan for
applying best practices to
improve student learning that
capitalizes on multiple
aspects of diversity to meet
the learning needs of all
students is fully explained.
Plan for applying best
practices to improve
student learning is
developed. But issues
concerning
capitalizing on
diversity to meet the
needs of all students is
absent.
A plan for improving
student learning is
proposed. However,
this plan does not
focus on applying best
practices to student
learning, nor does it
mention issues of
student diversity.
ELCC 2.4.
Candidates understand and
can promote the most
effective and appropriate
district technologies to
support teaching and
learning with the district.
ISLLC 2 Function H, I
ISBE 2H, 2W
Comprehensive personal
professional growth plans
that reflect commitment to
life-long learning and best
practices are fully developed
and align with data presented
and the goals of the district
improvement plan.
Personal professional
growth plans are
developed and align
with the district
improvement plan.
However, alignment
to data presented is
absent.
Personal professional
growth plans are
suggested but are not
aligned with the
district improvement
plan nor data
presented.
ELCC 3.2
Candidates understand and
Use of qualitative and
quantitative data, appropriate
Qualitative and
quantitative data,
Details of qualitative
and quantitative data,
26
can efficiently use human,
fiscal, and technological
resources within the
district.
ISLLC 3 Function B
ISBE 3I
research methods,
technology, and information
systems to develop a long-
range plan for a district that
assesses the district’s
improvement and
accountability systems is
clearly and fully articulated.
appropriate research
are presented.
However, the long-
range plans necessary
for assessing the
district’s
improvement and
accountability
systems are absent.
appropriate research
methods, technology,
or information
systems to develop a
long-range plan for a
district that assesses
the district’s
improvement and
accountability
systems are absent
from report.
ELCC 4.1
Candidates understand and
can collaborate with faculty
and community members by
collecting and analyzing
information pertinent to the
improvement of the
district’s educational
environment.
ISLLC 4 Function A
ISBE 1N, 4K
Comprehensive plan to bring
together and communicate
effectively with families and
other community members
within the district and the
larger community
concerning implementation
and realization of the vision
is fully explained.
Plan to bring together
and communicate
effectively with
families is present.
However, a plan for
bringing other
community members
within the district and
larger community
concerning
implementation and
realization of the
vision is not present.
Plan to bring together
and communicate
with families and
community members
within the district and
the larger community
concerning
implementation and
realization of the
vision is not
presented.
ELCC 4.2
Candidates understand and
can mobilize community
resources by promoting
understanding,
appreciation, and use of the
community’s diverse
cultural, social, and
intellectual resources
throughout the district.
ISLLC 4 Function B
ISBE 4R, 4S
Loyola CF 4
Data from families and
community members is
presented within the report
and fully explicated to
respond to community
interests and needs.
Data from families is
presented within the
report to respond to
family needs.
However, data from
the community is not
presented so these
needs are not
addressed.
Data from families
and community
members are not
presented.
Additionally family
and community needs
are not discussed
within the report.
ELCC 4.4.
Candidates understand and
can respond to community
interests and needs by
building and sustaining
productive district
relationships with
community partners.
ISLLC 4 Function D
ISBE 4R
Research based processes to
effectively implement a
district vision throughout an
entire school district and
community through the
mobilization of community
resources are designed and
explained.
Research based
processes to
effectively implement
a district vision
throughout an entire
school district are
designed and
explained. However,
only district resources
are used and not
community resources.
A process to
implement a district
vision is explained.
But the issue of
mobilizing resources,
community or
otherwise, is not
explained.
ELCC 5.1
Candidates understand and
can act with integrity and
fairness to ensure a district
system of accountability for
every student’s academic
and social success.
The purpose of the district
improvement plan and its
relationship to the district
vision to improve student
outcomes is detailed with
specific attention given to
providing equity and access
of the full curriculum to all
The purpose of the
district improvement
plan and its
relationship to the
district vision to
improve student
outcomes is detailed.
However, specific
The purpose of the
district improvement
plan and its
relationship to the
district vision is
explained. However,
the issues of improved
student outcomes is
27
ISLLC 5 Function A
ISBE 5A
students. attention is not given
to providing equity
and access of the full
curriculum to all
students.
not of primary focus.
ELCC 6.2
Candidates understand and
can act to influence local,
district, state, and national
decisions affecting student
learning in a district
environment.
ISLLC 6 Function A
ISBE 3I, 3H
Student achievement data
and other data sources are
analyzed. The analysis
aligns with the articulated
proposed recommendations
for improved student
outcomes that meet current
federal and state legislation.
Student achievement
data and other data
sources are analyzed.
The analysis aligns
with the articulated
proposed
recommendations for
improved student
outcomes. However,
these
recommendations do
not meet current
federal and/or state
legislation.
Student achievement
data are analyzed.
The analysis does not
align with the
articulated proposed
recommendations for
improved student
outcomes.
28
ELPS 562 – Practicum – Superintendent/District Level
Assessment of Clinical Practice - Formative and Summative Reflections
Assignment
Weekly Formative Reflections:
For your practicum it is expected that you will average 12 hours per week for a total of 120 hours per
practicum semester. You are responsible for twelve (12) written formative journal entries submitted
weekly via e-mail to your university supervisor. Each entry will include the following components:
1) a brief summary of the administrative activities in which you were engaged;
2) a reflective component of your reactions, insights, questions raised, thoughts, and/or connections
of theory to practice. Your reflections may be positive or negative in nature;
3) reflect on the role that collaborative relationships played in your work;
4) reflect on the how your work affected or influenced student achievement and/or district culture
(Loyola CF 3)
5) And, describe how your practicum work helped you work toward one or more of the required
activities with the corresponding ELCC standards.
Within your 120 hours, you are required to be involved in a minimum of 16 activities with at least two
being MAJOR activities and two or more being MINOR activities from each of the four areas of the
“Practicum Activities List.”
The following details the major activities as they are aligned with the ELCC District Level standard.
ELCC 1.1. Develop a District Vision of Learning
Activity 11: Help formulate staff/personnel policies
ELCC 1.2.Articulate a District Vision of Learning
Activity 16: Plan and conduct in-service programs for professional staff.
ELCC 1.4.Steward a District Vision of Learning
Activity 3: Develop a tool for evaluating instructional leadership strategies used by principals in
faculty meetings.
ELCC 2.1. Promote a Positive District Culture
Activity 32: Review the District’s Policy on Sexual Harassment and propose an in-service.
ELCC 2.2.Provide Effective Instructional Programs within District
Activity 8: Arrange/observe an orientation for new teachers/staff.
Or
Activity 21: Discuss/evaluate curriculum in a particular academic area in terms of outcomes set by the
school or district.
ELCC 2.3.Apply Best Practice to Student Learning
Activity 9: Develop programs to reduce absenteeism, tardiness and/or behavioral problems.
ELCC 3.1.Manage the District Organization
Activity 33: Review the District’s weapons policy and make suggestions for clarification and/or in-
servicing staff members.
Or
Activity 52: Study and compare the District’s two most recent audit reports.
29
ELCC 3.2. Manage District Operations
Activity 46: Review and analyze the District’s enrollment projections for the next five years.
Or
Activity 57: Meet with Superintendent or H.R. Director to Discuss Current Bargaining Issues and
Style (i.e. classic confrontation, interest/based bargaining, etc.) to understand the current environment
for current contract negotiations.
ELCC 3.3. Manage District Resources
Activity 12: Assist in the assignment of staff/personnel.
Or
Activity 53: Examine and compare the budgets of buildings at all three levels (elementary, middle,
and high school), commenting about the differences among them.
ELCC 4.1 Collaborate with Families and Other Community Members
Activity 43: Develop a plan to publicize student and staff accomplishments.
ELCC 4.2. Respond to Community Interests and Needs
Activity 38: Develop/administer policies for parent/community participation in schooling.
ELCC 4.3. Mobilize Community Resources
Activity 23: Attend a meeting of the local area curriculum council to develop an understanding of
township curriculum articulation and identify the most pressing issues.
ELCC 6.2. Respond to the Larger Educational Context
Activity 24: Develop a format for curriculum review process
Or
Activity 47: Observe two school board meetings in different districts and make note of leadership
styles of the superintendents, interactions among board members, agenda formats, and types of issues
addressed.
ELCC 6.3. Influence Educational Context – Loyola CF3
Activity 27: Review the Board of Education’s policy manual and make two suggestions for change.
30
Final Reflective Analysis
At the final on-campus session the candidate will provide the university supervisor with a six to eight
page paper in which the candidate describes, analyzes, and synthesizes the Practicum experience
through the lens of the conceptual framework of Loyola’s School of Education—Professionalism in
the Service of Social Justice. This is a reflective analysis, written in the first person, in which the
candidate reflects on his/her learning, personal and professional outcomes and benefits, and
understandings of the application of leadership theories. The candidate should also reflect upon
his/her learning related to the ELCC/ISLLC superintendent standards, and specifically to the standards
and elements described in the attached rubric. In particular, please focus on the following:
ELCC 5.1. Acts with Integrity
Describe how you demonstrated this disposition within your practicum activities and the challenges
that you faced when acting with integrity.
ELCC 5.2. Acts Fairly
Describe how you demonstrated this disposition within your practicum activities and the challenges
that you faced when acting fairly.
ELCC 5.3. Acts Ethically
Describe how you demonstrated this disposition within your practicum activities and the challenges
that you faced when acting ethically.
The paper should be word processed, spell checked, and grammatically correct.
Final Reflective Analysis Rubric
Sco
re Standard/Element Target (3) Acceptable (2) Unacceptable (1)
ELCC 1.1
Candidates understand and can
collaboratively develop, articulate,
implement, and steward a shared
district vision of learning for a
school district.
ISLLC 1 Function A
ISBE 1O
Reflections describe the
plans for formulation of
district-level policies
that develop a district
vision for improved
student outcomes
manifested by the
faculty and the
community.
Reflections describe
the plans for
formulation of
district-level policies
that develop a district
vision for improved
student outcomes
manifested by the
faculty only.
Reflections describe
the plans for
formulation of
district-level policies
but these policies do
not improve student
outcomes.
ELCC 1.2
Candidates understand and can
collect and use data to identify
district goals, assess organizational
effectiveness, and implement district
plans to achieve district goals
ISLLC 1 Function B
ISBE 1S
Loyola CF 1
Reflections describe
plans for the planning
and implementation of
in-service programs for
faculty that promote
increased student
outcomes.
Reflections describe
plans for the planning
but not the
implementation of in-
service programs for
faculty that promote
increased student
outcomes.
Reflections describe
plans for the planning
in-service for faculty
but do not detail how
these plans would
influence student
outcomes.
ELCC 1.4.
Candidates understand and can
Reflections describe
plans for programs to
Reflections describe
plans for programs to
Reflections do not
describe plans for
31
evaluate district progress and
revise district plans supported by
district stakeholders.
ISLLC 1 Function D, E
ISBE 1L
motivate staff, students,
and families to achieve
a school district’s
vision.
motivate staff,
students, or families
to achieve a school
district’s vision.
programs to motivate
staff, students, or
families to achieve a
school district’s
vision.
ELCC 2.1
Candidates understand and can
advocate, nurture, and sustain a
district culture and instructional
program conducive to student
learning through collaboration,
trust, and a personalized learning
environment with high expectations
for students.
ISLLC 2 Functions A, B
ISBE 1M
Reflections describe a
sustained approach to
improve and maintain a
positive district culture
for learning that
capitalizes on multiple
aspects of diversity to
meet the learning needs
of all students.
Reflections describe a
proposal to improve
and maintain a
positive district
culture for learning
that capitalizes on
multiple aspects of
diversity to meet the
learning needs of all
students.
Reflections describe a
proposal to improve a
positive district
culture for learning.
ELCC 2.2.
Candidates understand and can
create and evaluate a
comprehensive, rigorous, and
coherent curricular and
instructional district program.
ISLLC 2 Functions C, E
ISBE 2M
Reflections describe an
understanding of a
variety of instructional
research methodologies
and can analyze the
comparable strengths
and weaknesses of each
method.
Reflections refer to
instructional research
methodologies and
their strengths and
weaknesses.
Reflections do not
demonstrate an
understanding of a
variety of
instructional research
methodologies
ELCC 2.3.
Candidates understand and can
develop and supervise the
instructional and leadership
capacity across the district.
ISLLC 2 Function D, F, G, H
ISBE 2T
Reflections describe
how to use appropriate
research strategies to
profile student
performance in a
district and analyze
differences among
subgroups.
Reflections describe
student performance
in a district with
limited analysis of
differences among
subgroups.
Reflections describe
student performance
in a district.
ELCC 3.1
Candidates understand and can
monitor and evaluate district
management and operational
systems.
ISLLC 3 Function A
ISBE 3O, 3S
Reflections provide
evidence of using
appropriate data to
manage district fiscal
and/or personnel
resources in a manner
that focuses on
improved student
outcomes while
maintaining cost
containment.
Reflections provide
evidence of using
appropriate data to
manage district fiscal
and/or personnel
resources in a manner
that focuses on
improved student
outcomes but does not
mention maintaining
cost containment.
Reflections provide
evidence of using
appropriate data to
manage district fiscal
and/or personnel
resources. But this
management does not
focus on improved
student outcomes nor
does it mention
maintaining cost
containment.
ELCC 3.2.
Candidates understand and can
efficiently use human, fiscal, and
technological resources within the
district.
ISLLC 3 Function B
ISBE 3I
Reflections describe the
use of 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 district vision.
Reflections describe
the use of needs
assessment, data, and
group process skills to
build consensus and
communicate, in order
to align resources
with the district
vision.
Alignment of
resources with district
vision is absent.
ELCC 4.1. Reflections describe the Reflections suggest No strategies are
32
Candidates understand and can
collaborate with faculty and
community members by collecting
and analyzing information pertinent
to the improvement of the district’s
educational environment.
ISLLC 4 Function A
ISBE 4K
development and
implementation of
strategies that support
the involvement of
families in the
education of their
children that reinforces
for district staff a belief
that families have the
best interests of their
children in mind.
the implementation of
strategies that support
the involvement of
families in the
education of their
children that
reinforces for district
staff a belief that
families have the best
interests of their
children in mind.
described that would
influence district staff
belief that families
have the best interests
of their children in
mind.
ELCC 4.2.
Candidates understand and can
mobilize community resources by
promoting understanding,
appreciation, and use of the
community’s diverse cultural,
social, and intellectual resources
throughout the district.
ISLLC 4 Function B
ISBE 4S
Loyola CF 4
Reflections describe the
ability to interact
effectively with
individuals and groups
that reflect conflicting
perspectives.
Reflections describe
difficulty in
interacting effectively
with individuals and
groups that reflect
conflicting
perspectives.
Reflections describe
the avoidance of
conflict.
ELCC 4.4.
Candidates understand and can
respond to community interests and
needs by building and sustaining
productive district relationships
with community partners.
ISLLC 4 Function D
ISBE 4F
Reflections describe
how district resources
can be (or were) used in
the community to solve
issues of joint concern.
Reflections describe a
reluctance to use
district resources in
the community to
solve issues of joint
concern.
Reflections describe a
refusal to use district
resources in the
community to solve
issues of joint
concern.
ELCC 5.1.
Candidates understand and can act
with integrity and fairness to ensure
a district system of accountability
for every student’s academic and
social success.
ISLLC 5 Function A
ISBE 5D, 5I
Reflections demonstrate
a respect for the rights
of others with regard to
confidentiality and
dignity and engage in
honest interactions.
Final reflection
discusses issues with
maintaining integrity in
daily district-level
practice
Reflections briefly
describe a respect for
the rights of others
with regard to
confidentiality and
dignity and engage in
honest interactions.
Final reflection
discusses issues with
maintaining integrity
in daily district-level
practice
Reflections do not
demonstrate a respect
for the rights of others
with regard to
confidentiality and
dignity and engage in
honest interactions.
Final reflection does
not discuss issues
with maintaining
integrity in daily
district-level practice.
ELCC 5.2.
Candidates understand and can
model principles of self-awareness,
reflective practice, transparency,
and ethical behavior as related to
their roles within the district.
ISLLC 5 Function B
ISBE 5H
Reflections describe the
ability to combine
impartiality, sensitivity
to student diversity, and
ethical considerations in
their interactions with
others.
Final reflection
discusses issues with
maintaining fairness in
daily district-level
practice
Reflections briefly
describes the ability to
combine impartiality,
sensitivity to student
diversity, and ethical
considerations in their
interactions with
others. Final
reflection discusses
issues with
maintaining fairness
in daily district-level
practice.
Reflections do not
describe the ability to
combine impartiality,
sensitivity to student
diversity, and ethical
considerations in their
interactions with
others. Final
reflection does not
discuss issues with
maintaining fairness
in daily district-level
practice.
ELCC 5.4.
Candidates understand and can
Reflections describe the
ability to make and
explain decisions based
Reflections briefly
describe the ability to
make and explain
Reflections do not
describe the ability to
make and explain
33
evaluate the potential moral and
legal consequences of decision
making in the district.
ISLLC 5 Function D
ISBE 5A
upon ethical and legal
principles. Final
reflection discusses
issues with maintaining
ethical behavior in daily
district-level practice
decisions based upon
ethical and legal
principles. Final
reflection discusses
issues with
maintaining ethical
behavior in daily
district-level practice.
decisions based upon
ethical and legal
principles. Final
reflection does not
discuss issues with
maintaining ethical
behavior in daily
district-level practice.
ELCC 6.2.
Candidates understand and can act
to influence local, district, state,
and national decisions affecting
student learning in a district
environment.
ISLLC 6 Function B
ISBE 6L
Reflections describe the
ability to communicate
regularly with all
segments of the district
community concerning
trends, issues, and
policies affecting the
district.
Reflections describe
the ability to
communicate
occasionally with all
segments of the
district community
concerning trends,
issues, and policies
affecting the district.
Reflections describe
the ability to
communicate
sporadically with
some segments of the
district community
concerning trends,
issues, and policies
affecting the district.
ELCC 6.3.
Candidates understand and can
anticipate and assess emerging
trends and initiatives in order to
adapt district-level leadership
strategies.
ISLLC 6 Function C
ISBE 6K, 6L
Loyola CF 3
Reflections describe the
ability to 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.
Reflections describe a
sense of obligation to
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.
Reflections show no
evidence of the ability
to 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.
Dispositions Rubric
Target Acceptable Unacceptable
34
PROFESSIONALISM
Candidate meets all
deadlines
Candidate meets all
deadlines
consistently.
Candidate meets
deadlines with a few
exceptions.
Candidate frequently
does not meet
deadlines.
Candidate attends class
and is punctual to class
Candidate
consistently attends
class and is always
punctual.
Candidate attends
class and is punctual
with a few
exceptions.
Candidate frequently
misses class and/or is
often tardy.
Candidate honestly and
accurately cites other’s
work
Candidate honestly
and accurately cites
other’s work in a
consistent manner.
Candidate honestly
cites other’s work but
at times is not
accurate with the
exact citation.
Candidate
misrepresents other’s
work as his/her own.
Candidate is punctual
for meetings within the
professional setting
(internship)
Candidate is punctual
on a consistent basis
for meetings within
the professional
setting. (internship)
Candidate is punctual
for meetings, with a
few exceptions,
within the
professional setting.
(internship)
Candidate is
consistently not
punctual for meetings
within the
professional setting.
(internship)
Candidate
communicates promptly
with faculty
Candidate
consistently
communicates in a
prompt manner
(either by email or
phone) with faculty.
Candidate usually
communicates with
faculty in a prompt
manner (either by
email or phone).
Candidate does not
communicate with
faculty in a prompt
manner causing much
disruption to the
implementation of the
candidate’s program.
Candidate uses
technology in the
classroom only for
academic purposes
Candidate
consistently uses
technology in the
classroom only for
academic purposes.
Candidate uses
technology in the
classroom for
academic purposes
with a few
exceptions.
Candidate uses
technology
inappropriately often
checking personal
email and/or surfing
the web in the
classroom.
Candidate
demonstrates ethical
behavior in all
graduate work as
prescribed by AASA
and ISLLC standards
Candidate
consistently
demonstrates ethical
behavior in all
graduate work as
prescribed by AASA
and ISLLC standards.
Candidate
demonstrates ethical
behavior in all
graduate work as
prescribed by AASA
and ISLLC standards
with few exceptions.
Candidate
demonstrates
unethical behavior
(such as dishonesty,
cheating, or spreading
gossip) in graduate
work.
35
Target Acceptable Unacceptable
FAIRNESS
Candidate is able to
reflect and respect
other points of view
within the school
environment
(internship)
Candidate
consistently reflects
and respects other
points of view within
the school
environment.
(internship)
Candidate respects
other points of view
with few exceptions.
In the case of these
exceptions, the
candidate reflects to
remedy the situation
within the school
environment
(internship)
Candidate does not
respect other points of
view. The candidate
does not reflect upon
his/her unfair
behavior and does not
attempt to remedy the
situation within the
school environment
(internship)
ALL STUDENTS CAN
LEARN
Candidate
demonstrates a belief
that all students can
learn within the school
environment
(internship)
Candidate
consistently
demonstrates a belief
that all students can
learn within the
school environment.
The candidate will
not tolerate a culture
complacent with
failure. (internship)
Candidate
demonstrates a belief
that all students can
learn within the
school environment
with a few
exceptions. The
candidate is not
complacent with a
culture of failure.
(internship)
Candidate does not
demonstrate a belief
that all students can
learn within the
school environment
and is complacent
with a culture of
failure. (internship)
Candidate
demonstrates respect
for cultural differences
within the school
environment
(internship)
Candidate
consistently
demonstrates respect
for cultural
differences within the
school environment
and continually seeks
to gain greater inter-
cultural competence.
(internship)
Candidate
demonstrates respect
for cultural
differences within the
school environment
with few exceptions.
The candidate seeks
to gain greater inter-
cultural competence.
(internship)
Candidate does not
demonstrate respect
for cultural
differences within the
school environment
and does not seek to
gain inter-cultural
competence.
Internship)
Candidate
demonstrates social
justice within the
school environment
(internship)
The candidate
advocates strongly
for social justice
within the school
environment in both
word and deed.
(internship)
The candidate
supports social justice
within the school
environment in both
word and deed.
(internship)
The candidate’s
words and deeds
within the school
environment do not
support the principles
of social justice.
(internship)
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