University of Iowa College of EducationDepartment of Educational Policy and Leadership StudiesEducational Leadership Program

Clinical HandbookPrincipal Preparation Program

ContentsClinical Handbook............................................................................................1

Program Overview........................................................................................2Program Requirements.................................................................................3

Clinical Student: Role and Responsibilities................................................3On-Site Cooperating Administrator: Role and Responsibilities.............4University Faculty Supervisor: Role and Responsibilities.........................4University of Iowa Clinical Supervisor Contact..........................................4

Overview of Selection Process......................................................................5Selection, Evaluation, and Documentation of the Cooperating Administrator.............................................................................................5Clinical Request for Selection of a Cooperating Administrator Form.........6Clinical Supervisor Form: Selection of the Cooperating School Leader.....7The Cooperating School Leader Request and Acceptance Form...............8

Clinical Forms...............................................................................................9Educational Leadership Clinical School Visit Report..................................9Educational Leadership Clinical Log and Reflections...............................10Ongoing Student Activities and Responsibilities.....................................11Final Clinical Documentation...................................................................12

Program OverviewThe University of Iowa Educational Leadership Program, in conjunction with intermediate educational agencies and local school districts, has implemented a strong clinical program as an integral component of their quality leadership preparation program. Effective clinical activities are recognized as vital to a successful preparation program for educational leaders. Several types of engagement across early childhood, elementary, secondary, and special education settings are required for candidates throughout their program of study. These experiences provide for the preK-12 experiences which meet the approved program requirements and support the adopted preK-12 licensure by the Iowa Board of Educational Examiners.

A minimum of 12 semester hours of clinical experiences are required in the areas of early childhood, elementary, secondary, and special education administration. Individual personalization is determined by a review of the candidate’s application and experiences by the faculty. In the initial stages of a candidate’s program, they are informed and advised of their individualized clinical requirements.

Students receive a number of opportunities to practice and apply real-life education experiences throughout their course of study. In their course work, students engage in hands-on activities presented to them in the forms of case study analysis, course projects, or approved independent projects. All provide the candidate the opportunity to acquire, apply, and practice the knowledge learned.

A high-quality clinical experience is designed to meet the individual needs for each candidate. It also includes involving strong district school leaders as members. Focused on the ISSL standards, students participate in the development of model clinical experiences with their supervising faculty as well as their cooperating principals. The student is responsible for documenting artifacts within the coursework relative to clinical experiences and presents the artifacts to the faculty for approval and course credit. All clinical students will meet with the faculty and cooperating principal at a minimum of three meetings to discuss organization, sharing, and evaluation of his or her experience. The total hours, including actual clinical experience, are 400 clock hours (early childhood, elementary, secondary, and special education).

The clinical experience, as designed and outlined, will provide both a rich, authentic practice component of a candidate’s educational program and a beginning experience in meeting the challenge of a new position in educational leadership.

This handbook is intended as a guide for those students in the Educational Administration Program. This handbook is subject to change.

Program RequirementsClinical Student: Role and Responsibilities

• Submit a documentation form that includes the name and contact information for an on-site supervising administrator. The receipt of this form assumes his/her willingness to work with the student on clinical experiences during the semester.

• Accept primary responsibility for a cooperative relationship with persons involved in the clinical experience.

• Become familiar with, and follow all relevant rules, guidelines and policies of the school or agency and maintain professional standards of confidentiality and ethical conduct.

• Accept the responsibility for developing and carrying out a proposal agreeable to the supervising administrator practitioner and the university faculty supervisor. The clinical proposal may be modified by mutual agreement as the need occurs, but all changes must be documented.

• Attend and be prepared to participate in all course seminars. If circumstances force the student to miss a seminar session, arrangements must be made with the faculty supervisor for an appropriate substitute assignment.

• Maintain an open, cooperative relationship with the supervising administrator practitioner and others involved in the project(s).

• Perform all elements of the clinical proposal at levels demonstrating high quality.• Submit a brief proposal, in consultation with, and with approval of, the on-site supervising

administrator, outlining the various projects and activities in which you plan to engage during the semester.

• Maintain a weekly journal and log of all activities. This journal will include not only a description of time spent on various activities, but also reflections on those activities. Reflection will include what was learned by the experience in relationship to readings, past studies and experiences, and professional development activities, as well as the relevancy of the experience to future administrative practice. Reflections will be submitted weekly via the ICON dropbox. The log allows you to keep an on-going record of the date of the activity, a brief description and your level of involvement in that activity, the number of hours spent on the activity and the ISSL standard(s) that align with the activity. NOTE: The log sheet is to be completed as you progress through the clinical experience. Itis NOT to be completed prior to engaging in clinical activities.

• Submit a midterm report paper of progress on your semester clinical project in which you've participated for the first half of the semester.

• Students will be expected to formally interview their supervising administrator practitioner at least once during the semester and submit a written summary of that interview.

• Arrange a conference (in-person, ZOOM, or via phone) with the supervising administrator practitioner and course professor to discuss a summary of his/her impressions of the student's clinical experience.

• Submit a final report of your clinical experience for the semester. The final report should include your project summation paper and the clinical log sheet. The final report should include lessons learned (or prior assumptions confirmed) during the experience.

On-Site Cooperating Administrator: Role and Responsibilities• Assist in the development of the clinical project proposal. A written proposal (2- 3

pages) stating goals, objectives and activities must be prepared by the student and have the approval of the supervising administrator practitioner.

• Provide a supervised work experience as outlined in the proposal.• Provide the leadership necessary to ensure that the student's role is understood by

the board of directors, faculty and students, as appropriate.• Give guidance and support and open doors, which will allow the student to gain

those experiences, which will enhance the quality of the clinical experience.• Conduct periodic review sessions to discuss what has been accomplished and provide

the student with appropriate feedback regarding the clinical experiences.• Contact the university faculty supervisor when problems arise, special events

occur, or when "celebration" is in order.• The cooperating principals will confer with the faculty supervisor regarding the

student's performance on the clinical project(s).

University Faculty Supervisor: Role and Responsibilities• Approve student's clinical proposal.• Serve as a liaison between the student and the supervising administrator.• Contact the supervising administrator practitioner as appropriate.• Facilitate conferencing (on-site, Zoom, via phone) with the student and with the

supervising administrator. It remains the student's responsibility to schedule the conference.

• Provide sources of information and direction to students involved in clinical experience.

• Aid in resolving problems when and if they arise.• Provide assessment and formative and summative evaluation for the clinical experience.

University of Iowa Clinical Supervisor ContactSteven Triplettsteven-triplett@uiowa.edu319-383-1917

Overview of Selection ProcessThe selection, evaluation, and documentation of the Cooperating Administrator for the University of Iowa Leadership Program is a three-step process.

Students will request a cooperating administrator for a clinical(s) scheduled for the following semester.

University faculty will complete a vetting of the potential cooperating administrator which will include feedback on the selection from superintendents and/or appropriate AEA personnel.

Finally, the selected cooperating administrator will be asked to verify his/her willingness to serve in that role.

Selection, Evaluation, and Documentation of the Cooperating AdministratorEach semester, a note is to be sent to all Educational Leadership students asking them to complete The Request for Selection of a Cooperating Administrator Form. The Educational Leadership Principal Program recognizes the importance of identifying highly qualified practicing principals/administrators to serve as mentors for your clinical courses and program. The College of Education recognizes this important process and selection not only as integral in preparing you as highly qualified leaders but also vital in the development and nurturing of strong partnerships with the school districts in Iowa. Select administrators, schools and districts are to be requested by each student in the semester prior to the actual clinical course. The names requested will be reviewed and vetted by faculty with the corresponding district superintendents and/or AEA leadership. Verification of contracts and documentation of cooperating administrators will be maintained by the Office of Student Services for the respective districts and personnel. This information will serve as a database for documentation, directory contacts, and future identification and assignment of cooperating administrators and districts. If you are planning to register for any clinical courses next semester, please fill out the following form and return it by email to Steven Triplett at steven-triplett@uiowa.edu as soon as possible. Evaluations for the designated administrators will be completed within the selection process as well as by the students and faculty members throughout and at the completion of the clinical courses.

Clinical Request for Selection of a Cooperating Administrator FormStudent Name and Email Address: Student Cell Phone#: Clinical Course Title:Term Registered for Course:Cooperating Administrator Requested:Administrator’s Email Address:School/AEA Name/Level:School/AEA Phone # and Address:School District/AEA:Public or Private:In state or out-of-state site:District’s Superintendent/AEA Supervisor Email Address:

Highly qualified leaders are mentored and prepared in conjunction with highly qualified, practicing school leaders. Please consider a leader reflective of the following Iowa Standards for School Leaders in your selection:

Standard #1: An educational leader promotes the success of all students by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school community. (Shared Vision)

Standard #2: An educational leader promotes the success of all students by advocating, nurturing and sustaining a school culture and instructional program conducive to student learning and staff professional development. (Culture of Learning) 

Standard #3: An educational leader promotes the success of all students by ensuring management of the organization, operations and resources for a safe, efficient and effective learning environment. (Management)

Standard #4: An educational leader promotes the success of all students by collaborating with families and community members, responding to diverse community interests and needs and mobilizing community resources. (Family and Community)

Standard #5: An educational leader promotes the success of all students by acting with integrity, fairness and in an ethical manner. (Ethics)

Standard #6: An educational leader promotes the success of all students by understanding the profile of the community and responding to, and influencing the larger political, social, economic, legal and cultural context. (Societal Context)

Clinical Supervisor Form: Selection of the Cooperating School LeaderThe Educational Leadership Principal Program recognizes the importance of identifying highly qualified practicing administrators to serve as mentors for our clinical courses and program. The University of Iowa College of Education recognizes this important process and selection not only as integral in preparing highly qualified leaders but also vital in the development and nurturing of strong partnerships with the school districts in Iowa. Select administrators, schools and districts will be requested by each student in the semester prior to the actual clinical course. The names will be reviewed and vetted by faculty with the corresponding district superintendents and AEA leadership. Verification of contracts and documentation of cooperating administrators will be maintained by the Office of Student Services in the College of Education for the respective districts and personnel. This information will serve as a database for documentation, directory contacts, and future identification and assignment of cooperating administrators and districts. Evaluations for the select administrators will be completed in the selection process as well as by the students and faculty members throughout and at the completion of the clinical courses.

The following student has requested the following school leader to serve as their cooperating school leader next semester. We ask if you might take a minute to respond to the following questions concerning this selection and assignment:

Student Name:School Leader Requested:Superintendent/AEA Supervisor Completing this Form:

1) Do you agree/disagree that this school leader would serve as a model leader for the Educational Leadership student this next semester?

a) Agree b) DisagreeComments:

2) Describe qualities of this school leader you believe will be model qualities for this student:

Thank you sincerely for taking the time to respond to these questions. Please return this completed form to Steven Triplett at steven-triplett@uiowa.edu

The Cooperating School Leader Request and Acceptance FormThe Educational Leadership Principal Program recognizes the importance of identifying highly qualified practicing principals to serve as mentors for your clinical courses and program. The University of Iowa College of Education recognizes this important process and selection not only as integral in preparing students as highly qualified leaders but also vital in the development and nurturing of strong partnerships with the school districts in Iowa. Select administrators, schools and districts are requested by each student in the semester prior to the actual clinical course. The names requested are reviewed and vetted by faculty with the corresponding district superintendents and AEA leadership. Verification of contracts and documentation of cooperating administrators will be maintained by the Office of Student Services for the respective districts and personnel. This information will serve as a database for documentation, directory contacts, and future identification and assignment of cooperating administrators and districts. The following student, after reflecting on the Iowa Standards for School Leaders has requested you as their Cooperating School Leader for the following course. If you are willing to serve in this role for this student, please complete and sign below and return it by email to Steven Triplett at steven-triplett@uiowa.edu.

Student Requesting:

Course Registered for:

Instructor for the Course:

School Leader Requested:

1) I agree to serve as Cooperating School Leader for the student next semester.a) Agree b) Decline

2) I would like more time to think about this decision. ____________

3) Signature_____________________________________ Date_________________

Thank you sincerely for agreeing to serve in this important capacity. If you accept, additional information, schedules and expectations will follow.

Clinical FormsEducational Leadership Clinical School Visit Report

Student Name: ____________________________________________________Date: ____________________________________________________Location ofClinical Experience: ____________________________________________________Faculty: ____________________________________________________

Site Type__ Early Childhood__ Elementary__ Secondary__ Special Education

During the school visit be prepared to review your clinical proposal, log sheet, and reflections. The following questions will provide a starting point for discussion concerning the status of your proposal:

1. Rate your progress in meeting the targets established in your original proposal.2. What modifications have been made in your original proposal and why?3. What new insights have you gained about leadership from your clinical experience(s) so

far?4. What beliefs about leadership have been affirmed by your clinical experience(s)?5. What are some areas where you feel you still need to grow or to experience in order to

become a successful and effective school leader?6. How has your on-site supervisor contributed to your growth and understanding of the role

of the school leader?7. Other areas for discussion or clarification.

In addition, the clinical supervisor will collaborate with the on-site administrator and student to evaluate the alignment of work completed up to this point in accordance with the ISSL Standards. The Clinical Evaluation Form, focused on addressing ISSL Standards, will be reviewed with the student and the onsite administrator at the onset of the clinical experience. It will then be used to gauge progress in addressing the ISSL Standards during the onsite visit and at the conclusion of the clinical experience.

Educational Leadership Clinical Log and Reflections

Name:Semester/Year:Contact Information:

Log/Record of Clinical Activities Completed for Each Course: (check one max. two):

Total # of Clock Hours

☐ EPLS:6400 Early Childhood Leadership Clinical☐ EPLS:6401 Elementary Leadership Clinical☐ EPLS:6402 Secondary Leadership Clinical☐ EPLS:6403 Special Education Leadership Clinical

Date Brief Description of the Activity andYour Level of Involvement

# of Hours

ISSL Standard

NOTE: Continue expanding the grid as needed so that you include all of your clinical activities and reflections.

Ongoing Student Activities and Responsibilities

Weekly Reflections

Students will be asked to submit Weekly Reflections which provide a description of time spent on various activities as well as their reflections concerning those activities. Reflections will include what was learned through the experience in relationship to readings, past studies and experiences, professional development activities, as well as the relevancy of the experience to future administrative practice.

Mid-term Project Report

This is a progress report (2 pages) outlining your progress on your project for the first half of the semester. The report may also include your level of participation in clinical activities, your insights, and any obstacles you may have encountered at this point in the semester.

Final Reflective Journal and Log Sheet Report

The final report (2 pages) includes the results, outcomes, or future directions of your project; self-evaluation, areas for future development, and a professional improvement plan; and the clinical log sheet.

At the end of the four clinical course enrollments each student should have documentation of experiences from at least three projects/activities for each of the six ISSL standards.

University of Iowa College of EducationDepartment of Educational Policy and Leadership StudiesEducational Leadership Principal Program

Final Clinical Documentation

Student: _________________________ Semester: _________ Yr: _______________School/District/AEA: __________________Cooperating District/AEA Administrator: ____________________________________

Clinical Term Prior UI Clinical Experiences Term

The clinical experience, as designed, provides both a rich, authentic practice component of a candidate’s educational program and a beginning experience in meeting the challenge of a new position in educational leadership.

The signatures below provide documentation that the student successfully completed the selected clinical experience. The student will have successfully participated to an acceptable level in all assigned requirements for the clinical within their documented 100 hours.

Student Signature Date District / AEA Administrator Signature

Date

University Supervisor Signature

Date

For Office Use Only:

Copies to: Misc: Licensure Analyst _____Field Experience Specialist _____Departmental Executive Officer _____