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EDUCATIONAL LEADERSHIP
INTERNSHIP MANUAL
EDUL 6698/7698
College of Education
and Health Professions
Prepared by
Dr. Paul T. Hackett, Associate Professor
Dr. Patricia Duttera, Associate Professor
Department of Counseling, Foundations, and Leadership
2009-2010
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EDUCATIONAL LEADERSHIP INTERNSHIP MANUAL
Performance-Based Leadership
College of Education and Health Professions
TABLE OF CONTENTS
I. Mission and Purpose ....................................................................................................3
II. Overview for the Educational Specialist Internship ....................................................3
III. Overview for the Master of Education Internship ......................................................4
IV. Portfolio
A. Purpose ..................................................................................................................5
B. Components ...........................................................................................................6
C. Introduction Section ..............................................................................................6
D. Reflective Essay Section .......................................................................................6
E. Standards (Artifacts) Section .................................................................................7
F. Artifacts: Elements ................................................................................................7
G. Process for Portfolio Development .......................................................................8
V. Appendices ...............................................................................................................10
Appendix A: ELCC SAPEL Standards....................................................................10
Appendix B: Approved Internship Field Experiences .............................................11
Appendix C: Timeline for Educational Leadership Program Internship .................14
Appendix D: Standard 7: Internship Planning Form ...............................................15
Appendix E: Activity Log ........................................................................................16
Appendix F: Portfolio Evaluation Form ..................................................................17
Appendix G: Performance Assessment Rating Form ..............................................18
Appendix H: Sample CD Portfolio Table of Contents ............................................20
Appendix I: Candidate Responsibilities...................................................................21
Appendix J: University Mentor Responsibilities .....................................................22
Appendix K: Partner School Mentor Responsibilities .............................................23
Appendix L: Internships in Partner Schools ............................................................24
Appendix M: Meeting Record Form........................................................................25
Appendix N: Assessment for EdS Program ………………………………………26
Appendix O: Assessment for Masters Program…………………………… ……..29
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EDUCATIONAL LEADERSHIP INTERNSHIP MANUAL
Performance-Based Leadership
College of Education and Health Professions
I. Mission and Purpose
The internship for the Educational Leadership Program provides real-world application of
knowledge, skills, and dispositions through the engagement of the candidate in leadership
work at partner schools/systems (performance-based leadership training). The work of
the leader is articulated in the Educational Leadership Constituent Consortium (ELCC)
Standards for Advanced Programs in Educational Leadership (SAPEL), Standards 1 - 7
listed in Appendix A on page 10 ―ELCC Standards.‖ These standards are articulated fully
at the following website:
http://www.npbea.org/ELCC/index.html
Experiences for documenting Standards 1 - 6 are articulated on page 7 and may include
artifacts developed during coursework. During these experiences, candidates apply
knowledge, skills, and dispositions developed during coursework. Experiences approved
for documenting Standard 7, Internship, are listed in Appendix B page 11 ―Approved
Internship Field Experiences for Portfolio.‖
II. Overview for the Educational Specialist Internship
The internship experience for candidates for the Educational Specialist Degree and
certification (PL6) in Educational Leadership takes place during the four semesters of the
program. During the initial semester, candidates are required to develop a portfolio on
CD. During semesters three and four, candidates register for three semester hours in
EDUL 7698: Internship for School Improvement. These courses provide the internship
experience for the Educational Specialist Degree in Educational Leadership which can
lead to the performance-based leadership certificate from the Georgia PSC. During
semester three, candidates meet with mentors at the university and partner school site in
order to develop and implement a Beginning Leader Plan for the candidate (See
Appendix D, page 15, ―Standard 7: Internship Planning Form‖). During semester four,
the candidate continues collecting information from the internship and completes the
internship.
The purpose of the internship is to provide candidates with real-life leadership
experiences in a real school/system setting. Approved activities are listed in Appendix B,
page 11: ―Approved Internship Field Experiences‖. Candidates are to complete a
minimum of one approved activity per Educational Leadership Constituent Consortium
standard (Standards 1 - 6) at the partner school under the joint supervision of the
university mentor and partner school mentor (See Appendix J, page 21 for University
Mentor Responsibilities and Appendix K, page 22 for Partner School Mentor
Responsibilities). Artifacts documenting internship activities will be posted in the
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portfolio under Standard 7: Internship (See Appendix H, page 19, ―Sample portfolio
Homepage‖). Artifacts demonstrating candidate expertise developed during coursework
are to be posted appropriately under Standards 1 - 6 in the portfolio. During the third and
fourth semesters, candidates complete the internship. 150 clock hours of internship
work are required during each semester students are registered for EDUL 7698:
Internship for School Improvement and will be documented on the Activity Log form
included in Appendix E, page 16. A minimum of 100 clock hours must take place in
the school/system setting during each semester. During the final semester, candidates
will present their completed portfolio for evaluation to the designated persons decided
upon by the university mentor. A grade (Satisfactory, Unsatisfactory or Incomplete) will
be assigned for the internship. A candidate must receive a grade of Satisfactory in the
internship in order to complete the requirements for graduation with the Educational
Specialist Degree in Educational Leadership.
III. Overview for the Master of Education Internship
The internship experience for candidates for the Master of Education Degree (NL5) in
Educational Leadership takes place during the third and fourth semesters of the program.
During the initial semester, candidates are required to develop a portfolio. Beginning
semester three and for the fourth semester, candidates register for three semester hours in
EDUL 6698: Internship for School Improvement. This course provides the internship
experience for the Master of Education Degree in Educational Leadership. During
semester three, candidates meet with mentors at the university and partner school site in
order to develop and implement a Beginning Leader Plan for the candidate (See
Appendix D, page 15, ―Standard 7: Internship Planning Form‖). The purpose of the
internship is to provide candidates with real-life leadership experiences in a real
school/system setting. Approved activities are listed in Appendix B, page 11: ―Approved
Internship Field Experiences for Portfolio.‖ Candidates are to complete a minimum of
one approved activity per Educational Leadership Constituent Consortium standard
(ELCC Standards 1 - 6) at the partner school under the joint supervision of the university
mentor and partner school mentor (See Appendix J, page 21 for University Mentor
Responsibilities and Appendix K, page 22 for Partner School Mentor
Responsibilities). Artifacts documenting internship activities will be posted in the
portfolio under Standard 7, Internship (See Appendix H, page 19, ―Sample Portfolio
Homepage‖). Artifacts demonstrating candidate expertise developed during coursework
are to be posted appropriately under Standards 1 - 6 in the portfolio. Candidates
complete the internship during the third and fourth semesters of their four semester plan
of study for their degree. 150 clock hours of internship work are required during
each semester students are registered for EDUL 6698, Internship for School
Improvement and will be documented on the Activity Log form included in Appendix E,
page 16. A minimum of 100 clock hours must take place in the school/system setting
during each semester. A grade (Satisfactory, Unsatisfactory or Incomplete) will be
assigned for the internship following a final meeting with the University and
School/System Mentor. A candidate must complete the portfolio and receive a grade of
Satisfactory in the internship in order to complete the requirements for graduation with
the Masters Degree in Educational Leadership.
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IV. Portfolio Information
A. Purpose
The purpose of developing a portfolio is to encourage candidates to look at their own
development both personally and professionally. The portfolio provides ongoing
opportunities for candidates to reflect on their own growth and development as life-long
learners and as developing transformational educational leaders. This portfolio should
provide evidence of growth, skill development, dispositions, and performance
improvement in each area of the ELCC leadership assessment standards. There will be
documentation of student growth and expertise in each of the standards in the portfolio.
This documentation will be in the form of artifacts which represent work the candidate
self-selects. These ―self-selected‖ pieces (artifacts) will be displayed and documented in
the portfolio in sections for ELCC Standards 1 - 6. This allows for personal choice and
diversity in the documentation of individual candidates. Artifacts posted for Standards
1 - 6 are items developed during coursework. The ―primary artifact‖ portion displays
program artifacts spanning a candidate’s experience at the M.Ed. or Ed.S. level in each of
the courses he/she takes. These documents are materials required by the course instructor
for each course in the program of study.
Candidates will post a minimum of six additional artifacts from the internship
experience (see Appendix B, page 11 for approved internship activities) under Standard
7, Internship. These artifacts will document candidate participation in a minimum of
one approved activity per Standard in a partner school/system in consultation with the
university and partner school mentors.
The portfolio provides a way for systematic goal setting and planning by candidates and
his/her mentors. Goals should emerge from experiences and insights gleaned from
working with university and partner school mentors and be part of the Beginning Leader
Plan. Candidates should refine the portfolio each semester by adding artifacts that
demonstrate their growth and development. This is an ongoing process over the course
of the program. Goal setting and accomplishment is a dynamic process documented
through the internship ―reflective essay‖ link and related documentation.
Failure to maintain the portfolio will result in delayed program advancement, late
completion, and delayed attainment of the degree being sought. Portfolios will be
reviewed periodically by the university and partner school mentors and/or other
instructors in the program and department.
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B. Components of the Program Portfolio
The homepage of the portfolio serves as the table of contents. There will be links to all
sections documenting candidate expertise in the portfolio. The following are the
components of the homepage and the portfolio (See Appendix H, page 19 for a sample
homepage) and the outline for the portfolio.
Candidate’s name
Links including the following:
1. Introduction
Resume
Philosophy of education and educational leadership
Beginning Leader Plan with Goals
Plan for the internship (developed in consultation with University
and Partner School Mentors using Internship Planning Form,
Appendix D, page 15)
2. Reflective Essays—One reflective essay for each semester—APA style,
12 font Times Roman type, etc.) Dates on essays are needed for the
four (4) essays.
Artifacts for Standard 1
Artifacts for Standard 2
Artifacts for Standard 3 ARTIFACTS FROM CLASS PROJECTS,
Artifacts for Standard 4 ACTIVITIES (See page 7)
Artifacts for Standard 5
Artifacts for Standard 6
Artifacts for Standard 7 AN ARTIFACT per STANDARD FROM
APPROVED LIST (See Appendix B, page 11)
The following serves as a guide/explanation for organizing the portfolio:
C. Introduction Section
Contents include candidate’s resume; candidate’s philosophy of educational leadership;
Beginning Leader Plan with goals; and the Internship Planning Form (Appendix D, page
15) developed in cooperation with University and Partner School Mentors.
D. Reflective Essay Section
Reflective essays created by candidates are documents that reflect new experiences from
coursework and internship at the school site. In these essays, candidates review and
reflect upon personal and professional growth during graduate study experiences. The
reflective essays serve as focal points demonstrating the maturing process of candidates
in terms of knowledge, skills, and dispositions. Documentation is also provided for
setting and accomplishing goals, evaluation of goal attainment, and setting new goals.
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E. Standards (Artifacts) Section
Each portfolio contains individual sections for each of the seven ELCC Standards with
supporting documentation (artifacts) that demonstrates the candidate’s understanding of
the standards and completion of work related to each standard. For portfolio sections
representing Standards 1 – 6, artifacts are placed in the portfolio under the
standard being documented. Artifacts for Standard 7 (internship with a minimum
of one for each Standard, 1 – 6 completed in the field) document experiences related
to Standards 1 – 6 during the on-site internship. (See Appendix A page 10 for ELCC
Standards and the following web page for a full articulation of the ELCC Standards:
http://www.npbea.org/ELCC/index.html; See Appendix B page 11 for list of some
approved internship experiences.) Artifacts frequently provide evidence of a candidate
meeting more than one standard. Consequently, each artifact should be placed under the
standard where it is most representative of performance.
Artifacts included as evidence of expertise should not only be clear evidence of meeting
the program standards, but also demonstrate the candidate’s personal/professional growth
over time. Each piece should reflect a point of growth and development in a particular
area. Artifacts should be arranged in seven sections. The ―Artifacts for Standards‖
sections 1 - 6 will include artifacts that reflect the ELCC leadership Standards 1 - 6. The
―Artifacts for Standard 7: Internship‖ section will include artifacts (minimum of one per
Standard, 1 – 6) that document candidate participation in the internship experience
(Standard 7). An artifact may be cross-referenced in sections other than its primary
placement if the artifact provides evidence of meeting more than one standard. However,
each standard must have at least one primary artifact.
F. Artifacts: Elements
Each artifact must consist of three elements as follows:
Introduction: A short narrative introduces the artifact. The introductory narrative for
each artifact is required so that the portfolio reviewer will know the following pieces of
information about each artifact being reviewed:
1. What is the artifact?
2. Why did the candidate choose this artifact as a representative piece of work for
this specific standard?
3. Why is this particular artifact important to the candidate as evidence of learning,
growth, and development as a leader?
The introduction to the artifact is a key component of the portfolio. The portfolio must
―stand on its own.‖ The portfolio will be available for review by program instructors,
university and partner school mentors, and those who review university programs.
Because of this fact, the introduction should be concise, well-written, and should answer
all of the questions listed above.
NOTE: The Introduction element of the artifact is not to be confused with the
Introduction to the entire portfolio located on the homepage.
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Artifacts: Candidates will choose artifacts in cooperation with the university mentor.
These artifacts present ―snapshots‖ of candidate performance in terms of program content
and program standards related to knowledge, skills and dispositions. They should be
presented in their original form. Artifacts represent the progress of candidates as they
grow through experience. Artifacts are not just the best pieces of student work, but those
most representative of learning, skill development, and a journey toward mastery.
Artifacts that document candidate performance in Standards 1 – 6 may consist of, but are
not limited to, the following:
1. Research projects
2. Research paper
3. Problem-based learning projects
4. Case studies
5. Individual and team-based simulations
6. Assessment documents, including major exams
7. Library research projects
8. Internship artifacts, including supervisor’s comments
9. Documents developed during coursework and/or field experiences
Reflection: The Reflection element of the artifact is a communication to the reader
detailing candidate learning in relation to the artifact and the standard(s) for which the
artifact provides evidence of knowledge, skills, and dispositions. The reflection explains
why a specific learning experience was important. Each reflection piece of an artifact
should answer the following questions:
1. In what ways is this artifact representative of knowledge, skill concept, process,
understanding, value, or technical application that is critical to the candidate’s
effectiveness as a school leader?
2. Does this artifact demonstrate a level of proficiency indicative of awareness,
understanding, application, analytical skill, synthesis or evaluation?
3. What program standard is addressed by the artifact?
4. In what ways is this standard addressed by the artifact?
5. What has the candidate learned that will help him/her to continue to improve and
grow in this area?
NOTE: The reflection component of the artifact is not to be confused with the
Reflective Essays required each semester of the internship.
G. Process for Program Portfolio Development
Candidates will begin the development of their portfolios during their first semester of
coursework, and they will maintain their portfolios through the internship experience and
all coursework. Candidates will schedule and participate in required portfolio
conferences with their university and partner school mentors (a minimum of two
meetings with university mentors are required each semester of internship using
skype and onsite visits). During the conferences, the candidate will engage in
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discussion regarding growth and development as reflected through components of the
portfolio.
NOTE: IF THE PORTFOLIO AND INTERSHIP ARE NOT COMPLETE BY
THE END OF THE SEMESTER IN WHICH THE COHORT ENDS, THE
GRANTING OF THE DEGREE WILL BE DELAYED UNTIL ALL
REQUIREMENTS FOR PORTFOLIO AND INTERNSHIP ARE MET.
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APPENDIX A
Educational Leadership Constituent Consortium (ELCC)
Standards for Advanced Programs in Educational Leadership (SAPEL)
Standard 1
A school administrator is an educational leader who promotes the success of all students
by facilitating the development, articulation, implementation, and stewardship of a
vision of learning that is shared and supported by the school community.
Standard 2
A school administrator is an educational leader who promotes the success of all students
by advocating, nurturing, and sustaining a school culture and instructional program
conducive to student learning and staff professional growth.
Standard 3
A school administrator is an educational leader who promotes the success of all students
by ensuring management of the organization, operations, and resources for a safe,
efficient, and effective learning environment.
Standard 4
A school administrator is an educational leader who promotes the success of all students
by collaborating with families and community members, responding to diverse
community interests and needs, and mobilizing community resources.
Standard 5
A school administrator is an educational leader who promotes the success of all students
by acting with integrity, fairness, and in an ethical manner.
Standard 6
A school administrator is an educational leader who promotes the success of all students
by understanding, responding to, and influencing the larger political, social,
economic, legal, and cultural context.
Standard 7
Internship: The internship provides significant opportunities for candidates to
synthesize and apply knowledge and to practice and develop the skills identified in
Standards 1 - 6 through substantial, sustained, standards-based work in real settings
which are planned and guided cooperatively by the institution and school district
personnel for graduate credit.
Go to http://www.npbea.org/ELCC/index.html for a full articulation of the ELCC
Standards.
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APPENDIX B
Approved Internship Performance-Based Field Experiences
for Portfolio
The following are some suggested activities that may provide artifacts for the
portfolio. This list is not all inclusive; other activities may be added to the list.
Standard 1—facilitating the development, articulation, implementation, and stewardship
of a vision of learning that is shared and supported by the school community
Working with teachers to implement curriculum that produces gains in student
achievement
Working with administration and then with faculty to develop, define, and/or
adapt best practices based on current research that supports the school vision.
Assisting with transitional activities for students as they progress to higher levels
of placement (e.g. elementary to middle, middle to high school, high school to
higher education).
Developing/overseeing academic recognition programs that acknowledge and
celebrate students’ success at all levels of ability
Activities resulting in raising standards and academic achievement for all students
and teachers
Authentic assessments of student work through the use and/or evaluation of
rubrics, end-of-course tests, projects.
Standard 2—advocating, nurturing, and sustaining a school culture and instructional
program conducive to student learning and staff professional growth
Developing/using a variety of strategies to analyze and evaluate the quality of
instructional practices used in a school
Working with teachers to select and implement appropriate instructional strategies
that address identified achievement gaps
Working on/leading a school team to prioritize standards and map curriculum in
at least one content area across all grade levels of a school
Working with/leading a group of teachers to unwrap adopted standards and
develop assignments and assessments aligned with the standards
Working with/leading a school team to monitor implementation of an adopted
curriculum
Involvement in the work of literacy and numeracy task forces
Working with curriculum that is interdisciplinary and provides opportunities for
students to apply knowledge in various modalities across the curriculum
Working with staff to identify needs of all students
Collaborating with adults from within the school and community to provide
mentors for all students
Engaging in activities designed to increase parental involvement
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Engaging in parent/student/school collaborations that develop long-term
educational plans for students
Analyzing data to develop/refine instructional activities and set instructional goals
Facilitating data disaggregation for use by faculty and other stakeholders
Participating in study groups, problem-solving sessions and/or ongoing meetings
to promote student achievement
Scheduling, developing and/or presenting professional development activities to
faculty that positively impact student achievement
Standard 3—ensuring management of the organization, operations, and resources for a
safe, efficient, and effective learning environment
Scheduling of classroom and/or professional development activities in a way that
provides meaningful time for school improvement activities
Scheduling time to provide struggling students with the opportunity for extra
support (e.g., individual tutoring, small-group instruction, extended-block time)
so that they may have the opportunity to learn mastery
Writing grants or developing partnerships that provide needed resources for
school improvement
Developing schedules that maximize student learning in meaningful ways with
measurable success
Working with faculty and staff in professional development activities
Inducting and/or mentoring new teaching staff
Building a ―learning community‖ that includes all stakeholders
Standard 4—collaborating with families and community members, responding to
diverse community interests and needs, and mobilizing community resources
Analyzing and communicating school progress and school achievement to
teachers, partners and staff
Working in meaningful relationships with faculty and parents to develop action
plans for student achievement
Building a ―learning community‖ that includes all stakeholders
Working with faculty to communicate with school board and community
stakeholders in a way that supports school improvement
Working with faculty, parents and community to build collaboration and support
for the school’s agenda
Developing various methods of outreach aimed at business, religious, political,
and service organizations
Demonstrating the ability to capitalize on the diversity (cultural, ethnic, racial,
economic, and special interest groups) of the school community to improve
school programs and meet the diverse needs of all students
Developing and presenting a plan recommending alignment of social service
agency programs with school improvement needs
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Standard 5—acting with integrity, fairness, and in an ethical manner
Demonstrating a respect for the rights of others with regard to confidentiality and
dignity and engaging in honest interactions.
Combining impartiality, sensitivity to student diversity, and ethical consideration
in their interactions with others
Making and explaining decisions based upon ethical and legal principles
Standard 6—understanding, responding to, and influencing the larger political, social,
economic, legal, and cultural context
Building a ―learning community‖ that includes all stakeholders
Working with faculty to communicate with school board and community
stakeholders in a way that supports school improvement
Working with faculty, parents and community to build collaboration and support
for the school’s agenda
Working with professional groups and organizations
Attending professional and community meetings that support the school and
school system
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APPENDIX C
Timeline for Educational Leadership Program Internship
Semester 1
Orientation meeting regarding the Educational Leadership Program for all first-
time program candidates and the Internship process and portfolio
Technology training for portfolio development
Complete initial self-assessments (leadership and dispositions)
Semester 2
Review the internship process and the portfolio
Meet with university mentor to review initial artifact(s), discuss portfolio
organization, and to begin the development of the Beginning Leader Plan (See
Appendix D, page 15, Internship Planning Form)
Meet with university mentor and partner school mentor to discuss types of
activities/artifacts and to complete Beginning Leader Plan for candidate
NOTE: At least four meetings must be held and documented with university and on-
site mentors and coach at the internship site for MED and EDS candidates over the
course of the internship.
Semester 3
Schedule appointments with advisor and/or partner school mentor to review
additional artifacts and to discuss needed additions/improvements, as well as
standards that have not yet been addressed
Meet with university/on-site mentor(s) to be sure everything is in order toward
completion of portfolio and completion of program of study
Semester 4
Ed.S. candidates present portfolio in a manner as determined by university
mentor.
MED candidates present portfolio in a manne as determined by university
mentor.
All graduate candidates are to take the leadership responsibility for making the
appointments with their university mentor and/or partner school mentor.
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APPENDIX D
Standard 7: Internship Planning Form
ELCC Objective Activity/Artifact
Completion
Date (tentative)
1 Coursework
EDUL 6225 (MED) EDUL 7105 (EDS)
Mandatory artifact regarding Standard 1
(See syllabi of course and Appendix N or
O.)
Internship
2 Coursework
EDUL 6255 (MED) EDUL 7106 (EDS)
Mandatory artifact regarding Standard 2
(See syllabi of course and Appendix N or
O.)
Internship
3
Coursework
EDUL 6227 (MED) EDUL 7797 (EDS)
Mandatory artifact regarding Standard 3
(See syllabi of course and Appendix N or
O.)
Internship
4 Coursework
EDUL 6226 (MED) EDUL 7793 (EDS)
Mandatory artifact regarding Standard 4
(See syllabi of course and Appendix N or
O.)
Internship
5 Coursework
EDUF 6116, EDUL 6698 (MED) EDUF 7116, EDUL 7698 (EDS)
Disposition assessment (pre and post).
See university mentor.
Internship
6 Coursework
EDUL 6275 (MED) EDUL 7794 (EDS)
Mandatory artifact regarding Standard 6
(See syllabi of course and Appendix N or
O.)
Internship
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APPENDIX E
Activity Log (2010)
Name of Candidate______________________________________ Standard ___________
Name of Supervisor_____________________________________
Name of Site___________________________________________
Description of Activities (Include Dates): Clock
Hours
TOTAL CLOCK HOURS OF EXPERIENCES
(minimum of 300 clock hours with minimum of 200 clock hours on site)
________________________________________
Partner School Mentor Verification (Signature verifies 200 clock hours at site of internship)
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APPENDIX F
PORTFOLIO EVALUATION FORM
Student Name____________________________________ Date ________________
Student CSU ID #__________________Site Advisor_____________________________
University Advisor___________________________________
Course Title____________________________ Credits______________________________
RECOMMENDATION – PLEASE CHECK ONE: □ Credit □ Credit not
Assessment of Narrative 1. Is the portfolio logically and carefully organized? □ yes □ no
2. Does the narrative explain how learning was acquired? □ yes □ no
3. Does it contain a mixture of theory and practice appropriate to the subject? □ yes □ no
4. Does the student demonstrate professional level writing skills? □ yes □ no
5. If no to any of the above, please elaborate (use additional sheets as necessary).
Evidence 6. Has the student addressed each of the standards in the description? □ yes □ no
7. Has the student established authenticity of the evidence? □ yes □ no
8. Is the knowledge which has been demonstrated graduate level? □ yes □ no
9. Does the student’s knowledge show both breadth and depth appropriate to
the course description? □ yes □ no
10. Did the student fulfill the requirement of interning at all school levels
(elementary, middle, and high school)? □ yes □ no
If Credit Is Not Recommended: Provide additional evidence, i.e.:
______________________________________________________ Rewrite narrative to include:
_________________________________________________________ Take written or oral exam:
___________________________________________________________ Credit will not be granted:
___________________________________________________________ Recommended reading:
_____________________________________________________________ _________________________________________________________________________________
Message from Faculty Consultant to Student:
________________________________________________________________________
________________________________________________________________________
Faculty Consultant______________________ Signature of Faculty Consultant______________________
Date____________
I have read the Portfolio Evaluation Form and reviewed the portfolio.
Signature of Portfolio
Advisor_____________________________________________________________________
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APPENDIX G
Education Leadership Candidate Performance Assessment Rating and Feedback
Candidate’s name: ____________________________________________________
Activity of Candidate: _________________________________________________
Coach’s Name: ______________________________________________________
Date of Performance: ___________________________
Performance Levels
1 2 3 4
Emerging
Needs Study
And Practice
Few or more of the
desired behaviors
were adequately
displayed
Developing
Needs Practice
Some but not all of
the desired
behaviors were
adequately
displayed
Proficient
Meet Criteria And
Expectations
All desired
behaviors were
displayed and
performed correctly
Distinguished
Could be Used as a
Model to Teach
Others
Eligible for
Portfolio
Eligible for
Portfolio
How effective was the performer in: Rating
1. Facilitating group interaction and managing participation? 1 2 3 4 NA
2. Assisting the group to meet the criteria for the task(s) at 1 2 3 4 NA
hand?
3. Modeling appropriate leadership behaviors? 1 2 3 4 NA
4. Teaching others how to perform the task(s) at hand? 1 2 3 4 NA
5. Presenting information clearly, concisely, and 1 2 3 4 NA
professionally?
6. Leveraging/integrating technology to increase 1 2 3 4 NA
effectiveness?
7. Motivating/encouraging others to achieve success? 1 2 3 4 NA
8. Using group processes to achieve desired session results? 1 2 3 4 NA
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Activity:
Candidate’s Name: _______________________________________________________
Coach’s Name: ________________________________________________________
Date of Performance: _____________________________________________________
If any element was rated less than, what needs to be done to score a 3? To score a 4:
What greatest strengths did the leader exhibit through this performance?
APPENDIX H
What could be done to improve this aspiring leader’s performance? (Including any
criteria on the Performance Checklist that were missed.) Be specific.
Were there any significant leadership issues that must be rectified (by additional
practice and assessment) before entering this evidence into the Portfolio?
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APPENDIX H
Sample CD Portfolio Table of Contents
Candidate’s name
Links
1. Introduction
a. Resume
b. Philosophy of education and educational leadership
c. Candidate’s leadership goals for the future
d. Plan for Internship (See Appendix D for Planning Form)
2. Reflective Essays (by dates; minimum of four (4) for portfolio)
3. Artifacts for Standard 1
4. Artifacts for Standard 2
5. Artifacts for Standard 3 ARTIFACTS FROM CLASS PROJECTS,
6. Artifacts for Standard 4 ACTIVITIES (See page 8)
7. Artifacts for Standard 5
8. Artifacts for Standard 6
9. Artifacts for Standard 7 FROM APPROVED LIST (See Appendix
B, page 11)
10. Program evaluation (Upload Completed Activity Logs; See Appendix E, page 16)
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APPENDIX I
Candidate Responsibilities
Become familiar with this internship manual in order to have a clear understanding of the
requirements of the internship and portfolio.
Become familiar with the Educational Leadership Constituent Council (ELCC) Standards
for Advanced Programs in Educational Leadership (SAPEL) found in Appendix A, page
10, and fully articulated at http://www.npbea.org/ELCC/index.html
Complete the internship in accordance with procedures and requirements as outlined in
this internship manual.
Meet at least four times with your site-based mentor and university mentor over the
course of the internship in order to discuss growth in knowledge, skills, and
dispositions, review progress in development of the portfolio, and progress in the
internship. Scheduling these required meetings is the responsibility of the candidate.
Complete 300 clock hours of internship activities. 200 hours must be completed onsite.
These clock hours are to be logged on the internship field experience Activity Log
(Appendix E, page 16).
DRESS PROFESSIONALLY FOR ALL ON-SITE INTERNSHIP ACTIVITIES!!!!!
Maintain the portfolio in accordance with requirements and procedures as outlined in the
internship manual.
M.Ed. Candidates Only: Schedule a final evaluative conference with the university
mentor and with the partner school mentor in order that the internship may be assessed.
Ed.S. Candidates Only: Make a presentation regarding internship to a Faculty Forum
during the last semester of the program of study. This presentation is to be approved by
the university mentor prior to the presentation to faculty.
22
APPENDIX J
University Mentor/Coach Responsibilities
Meet with the Partner School Mentor in order to discuss goals, objectives, and activities
that comprise the internship.
Meet with the intern in order to develop a plan for the internship including the goals,
objectives, and activities that will comprise the internship (to be documented in the
Introduction section of the portfolio on Internship Planning Form, Appendix D, page 15).
Meet with each intern a minimum of four times over the course of the internship in order
to review progress and make recommendations regarding the internship.
Review the reflective journal and artifacts (as documented in the portfolio) each semester
in order to ascertain progress and make recommendations regarding the internship.
Review Activity Log for intern each semester of internship (Appendix E, page 16).
Complete Internship Field Experience Assessment (Appendix F, page 17) forms each
semester of internship in order to assess intern performance.
Maintain a file for each intern documenting planning (See Appendix D, page 15,
―Internship Planning Form‖) meetings (See Appendix M, page 25 ―Meeting Record
Form‖), discussions, recommendations, Activity Logs (Appendix E), and Internship Field
Experience Assessment (Appendix F) regarding the internship.
Consult regularly with the Partner School Mentor in order to gauge progress of the intern.
Consult with the Partner School Mentor in order to evaluate the portfolio and internship.
Ed.S. Only: Meet with the intern regarding the development of a presentation for the
Faculty Forum that is the culminating event of the internship. Assist intern in the
scheduling of the presentation of the portfolio.
M.Ed. Only: Schedule and conduct a summative meeting with the intern in order to
evaluate the portfolio and the internship.
23
APPENDIX K
School/System Mentor/Coach* Responsibilities
Agree to accept the candidate as a leader intern for a designated time (for a total of 300
clock hours with 200 hours required at the internship location).
Meet with the University Mentor in order to discuss goals, objectives, and activities that
comprise the internship and to develop the Beginning Leader Candidate Plan.
Meet with the intern in order to assist in developing a plan for the internship including the
goals, objectives, and activities that will comprise the internship (to be documented in the
Introduction section of the portfolio on Internship Planning Form, Appendix D, page 15).
Assist university mentor in the evaluation of intern performance in approved activities
(Activity Log, Appendix E, page 16; Internship Field Experience Assessment, Appendix
F, page 17).
*Note: School/System Mentors/Coaches are to be certified in Educational Leadership in
the state in which they practice and are to be school leaders engaged in the work of
educational leadership for school improvement.
24
APPENDIX L
Internships in Partner Schools
A Partner School is defined as a school that is a member of the Columbus State
University Partner School Network. The College of Education Partner School Network
is comprised of contracted schools within the Harris County School District, the
Muscogee County School District, the Chattahoochee County School District, the Phenix
City (Alabama) School District, and the Fort Benning Department of Defense Schools
and other school districts as needed based on the school/system sites of the candidates.
The Partner School Network has been established in order to assist in the pursuit of
improved student achievement and offer improved educational opportunities for teacher,
counselor and leader candidates. Partner Schools are public/private schools in which
these schools and Columbus State University collaborate towards six (6) goals:
To increase P-12 student achievement and high levels of learning.
To mentor beginning teachers, leaders, and counselors
To provide field-placements for teacher, leader, and counselor candidates to
demonstrate the performance outcomes of the Regent’s Guarantee.
To identify potential educators (teachers, leaders, and counselors) for admission
into preparation programs.
To work on school improvement and improvement of preparation programs for
teachers, leaders and counselors.
To increase the amount of school-based research to inform the continuous
improvement of schools and educator (teacher, leader, and counselor) preparation
and development programs.
Educational Leadership Interns will be placed by the Columbus State University
Educational Leadership Program mentors. Some situations exist where candidates reside
in a community over fifty miles from schools in the Partner School Network making it
necessary to implement the internship experience in their home school system. In this
situation, it is up to the candidate to make an initial contact with system-level personnel
in order to gain approval for the internship to be conducted in a school that is not a
member of the Partner School Network. Candidates will be expected to work
cooperatively with University Mentors and system and school level personnel within
their local school systems in order to identify a location for the internship and a mentor to
supervise the internship at the school or system level.
25
APPENDIX M
2010
Internship Meeting Record Form
SEM Meeting
Date Under Discussion Initials
F
A
L
L
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S
P
R
1
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Mentor
_________
Intern
2
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Mentor
_________
Intern
S
P
R
/
S
U
M
1
_________
Mentor
_________
Intern
2
_________
Mentor
_________
Intern
S
U
M
/
F
A
L
L
1
_________
Mentor
_________
Intern
2
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Mentor
_________
Intern
26
APPENDIX N
Mandatory Assessments for Ed. Specialist Candidates
GACE Exam for EDS in Educational Leadership
The EDL GACE test (mandated leadership test for all educational leadership candidates
by Georgia Professional Standards Commission) must be passed prior to entry into the
specialist degree program It is one measure that will be used to determine ―knowledge
base‖ for leadership. The exam covers all six (6) standards and will be addressed in all
educational leadership courses for initial certification. GACE will be one of the
entrance requirements for initial certification of candidates and a passing score
must be set prior to entrance into the program. The percentage of CSU Educational
Leadership candidates passing the GACE will be reported annually by the program. More
information regarding the GACE can be found at http://www.gace.nesinc.com/)
Standard 1: School/System Improvement Plan Development Activity: You have been asked by the principal/superintendent to lead a group of
interested persons to develop a basic outline for a School Improvement Plan or System
Strategic Plan. You and your group must collect, interpret and analyze school/district data
and put together a plan in a reasonable timeline so that the principal/superintendent can
present it and get the process started. The first step for you is to decide what you will do
to get started. So you must compose a timeline of what you will do, who you will include,
and when you will include them in the process.
The next step is to compose the outline for the principal/superintendent with the group
you have chosen. (EDUL 7105) (Standard 1)
Rational: This assessment is designed for standard 1 in that it is very important to have
an educational plan at all levels from which to work. The ease of the plan comes in the
planning stages before the work on the particular plan is ever started. This assessment
focuses on the need for leaders to value education in such a way that many efforts
become effortless as they have a vision and know where the school/system needs to go.
Having an understanding of the diverse populations in the school/system helps the focus
of the leader, also.
Standard 2: Curriculum Audit for School/System Activity: Lead a group and conduct a curriculum audit to demonstrate alignment of
curriculum, pedagogy, and assessment in a school or district. Choose either a school
improvement plan or system strategic plan in the school or district you work. Choose an
appropriate group with which to work (Stakeholders?). The group must prepare a
presentation to show where there is and is not alignment. When the project is complete,
you must analyze the process you used to complete the project. Be ready to discuss your
analysis. (EDUL 7106) (Standard 2)
27
Rational: This assessment will be used to focus the leader candidate on curriculum issues
and whether curriculum and instructional issues are addressed appropriately in the school
improvement plan or district strategic plan.
Standard 3: Linking Student Performance to Resources in the School District
Improvement Plan Activity: You are to lead a group of 3 or 4 people (chosen by you with input and approval
from your supervisor/mentor) to review a school improvement or district strategic plan to
find links between student performance and financial, human, and material resources.
The analysis must explain how these resources connect to teaching and learning. Upon
completion, you will share this information with an interested group of people. (EDUL
7797) (Standard 3)
Rational: This assessment addresses the need for leaders to understand how to enhance
student learning through effective, efficient and equitable utilization of resources. It is
important to understand that the proper allocation of resources such as personnel,
facilities, technology, and monies are essential to creating an effective learning
environment. Resource management decisions should give priority to teaching, student
achievement, and student development.
Standard 4: Instructional Audit for School/System Activity: In your school/system over the last 3 years, there has been a steady declining
rate of student achievement as measured on the high stakes test that are given in your
school/system. Apparently there are some instructional issues that have emerged as to a
partial explanation of the decline and the entire community is concerned. You are to
choose a group of people and lead them through an instructional audit to determine if
there is an appropriate alignment of curriculum, pedagogy, and assessment in a
school/district. As the community has gotten involved, your committee should be
comprised of interested persons inside and outside of the school/system. If there is not an
appropriate alignment, you and your group must decide on recommendations for better
alignment with respect to instruction. Choose either a school improvement plan or system
strategic plan in the school or district you work. Choose an appropriate group with which
to work (stakeholders-who should be on this committee? Why?). The group must prepare
a presentation to show alignment issues and recommendations for improvement. After the
project is completed, you must analyze the process you used to complete the project. Be
ready to discuss your analysis. (EDUL 7793) (Standard 4)
Rational: Although this assessment has a focus on instructional and teaching issues, part
of the larger picture that leaders must address is that many people inside and outside of
the school see education as an important component to the success to the community.
Including those ―interested persons‖ in a collaborative manner in analyzing any issue in
education in a community, helps to build positive relationships which is essential to the
success of our educational system (in small and large communities). Hopefully in this
assessment, these aspiring leaders will see the schools and the district as an integral part
of the larger community.
28
Standard 5: Dispositional Assessment Activity: The dispositional assessment below is the instrument used to assess standard 5.
This assessment will assess how well the aspiring educational leader should set the tone
for how people interact with each other inside and outside of the school or district office.
It looks at a leader’s contact with students, parents, and others and reflects on the concern
for others as well as for the organization and the position of leader. Hopefully, it will
assist the candidate in developing the ability to examine personal and professional values
that reflect a code of ethics. (EDUF 7116, 7698) (Standard 5)
Rational: Disposition Assessments will be used as a 360 degree tool as several people
will use the tool. The educational leadership candidates will assess himself/herself, and
the site-based, university mentors, and coach will assess the candidates. Additionally,
―others‖ (3-5) with whom the candidate works will assess also. The assessment will take
place at least twice during the program of study; prior to the internship and at the end of
the program. This information will be used to develop the candidate’s Professional
Development Plan which should be completed prior to the internship/residency.
Standard 6: Identifying Legal Issues in School/System Activity: You have been asked by the principal/superintendent to lead a group of
interested persons in identifying the most frequent legal issues facing your school/district
and develop a report identifying the reasons for these issues. You are to include in your
report recommendations for solutions to particular situations. The report will be an oral
and written presentation. You any want to refer to your own school/district when
analyzing information to determine the most frequent legal issues. (EDUL 7794)
(Standard 6)
Rational: This assessment addresses the importance of understanding where there may be
a potential for legal issues in schools/district. It is the leader’s responsibility to have the
safest and healthiest environment for those who work, attend, and visit a school/system.
Legal issues can be a large detriment to the learning environment.
29
APPENDIX O
Mandatory Assessments for MEd Candidates
GACE Exam in Educational Leadership
The EDL GACE test (mandated leadership test for all educational leadership candidates
by Georgia Professional Standards Commission) will be used to determine ―knowledge
base‖ for leadership. The exam covers all six (6) standards and will be addressed in all
educational leadership courses for initial certification. GACE will be the exit exam for
initial certification of candidates taking the masters degree course and a passing score
must be posted. The percentage of CSU Educational Leadership candidates passing the
GACE will be reported annually by the program. More information regarding the GACE
can be found at http://www.gace.nesinc.com/)
Standard 1: Analysis of Normal Elementary School
Activity: You have been named the new principal of Normal Elementary School. You
have been given some information about the school and the community. Your first
assignment is to read, analyze, and draw conclusions about the school by listing the
strengths, weaknesses, and urgent problems of the school. You are to prioritize
information you list within each category. After you have completed your analysis, you
are to lead a group of interested persons to help you develop a new vision for the school.
Although the school, the city and the community are not real, the information presented
in this case study is typical for many schools that actually exist. (EDUL 6225) (Standard 1)
Rational: This assessment is used early in the program of study. It is used to help the
candidate analyze information and from that information lead a group of interested
persons in developing a vision for a school or district. All leaders are responsible for
creating and articulating a vision of high standards for learning within a school or school
system. This assessment encourages the candidate to think about the power of the
―vision‖ of the leader.
Standard 2: Assessment Scenario: Group Problem-Solving discussion
Activity: The group problem-solving discussion is in two parts and focuses on instruction.
In the first part, you will rank three school improvement plans (from Part II of the
Normal School Study) based on how the different plans analyzed and assessed their
instructional needs from student achievement scores. You will then present and defend a
pre-assigned plan, and participate in a discussion with two other colleagues to arrive at a
consensus on the best plan for school district recognition. The second part of the
simulation involves the preparation of a consensus report by the group to the
superintendent detailing the processes you and the group used for arriving at your
recommendation. (EDUL 6255) (Standard 2)
30
Rational: This assessment address standard 2; the need for education leaders to position
teaching and learning at the focal point of school and school district. It should show that
the School Improvement Plan is the main or focal point for curriculum and instruction.
Standard 3: Normal Elementary School Budget Development
Activity: Leading a group of 5 others, develop a budget aligned with the School
Improvement Plan of Normal Elementary School that you did in Part II of the Normal
Elementary School scenarios. Be sure to identify what funding sources available for those
resources needed. (EDUL 6227) (Standard 3)
Rational: This assessment is used to judge if the candidate can align the priorities in a
school improvement plan with resources available. Additionally, this assessment
addresses the need to enhance student learning through effective, efficient, and equitable
utilization of resources as found in standard 3. Candidates are expected to demonstrate
good management decisions by giving priority to teaching and student achievement.
Standard 4: Four Part Oral Presentation
Activity: The oral presentation has four parts. You will lead a group of at least five
interested persons (stakeholders both inside and outside the school/system). Your
assignment is to analyze a curriculum problem facing a newly assigned principal (you).
Be sure you address all diverse parts of the student population. Your group is to identify
key information about the situation and come up with possible solutions to correct the
problem, draft a formal report to a school board, and orally present the report. Use the
information below to choose a problem situation (handout will be received in class). This
presentation may be video recorded for analysis at a later time. (EDUL 6226) (Standard
4)
Rational: This assessment addresses standard 4 in that it is very important to have
collaboration and communication with families, businesses, governmental agencies,
social service organizations, and others to effect student achievement. It is also important
to know who the leaders are in the school, system, and community so decisions made
with respect to curricula will be widely accepted. Composing a potentially influential
group to analyze and affect the instructional programs for student learning in all diverse
student populations.
Standard 5: Dispositions
Activity: The dispositional assessment is the instrument used to assess standard 5. This
assessment will assess how well the aspiring educational leader should set the tone for
how people interact with each other inside and outside of the school or district office. It
looks at a leader’s contact with students, parents, and others and reflects on the concern
for others as well as for the organization and the position of leader. Hopefully, it will
assist the candidate in developing the ability to examine personal and professional values
that reflect a code of ethics. (EDUF 6116, EDUL 6698)(Standard 5)
31
Rational: Dispositions will be used as a 360 degree tool as several people will use the
tool. The educational leadership candidates will assess himself/herself, and the site-based,
university mentors, and coach will assess the candidates. Additionally, ―others‖ (3-5)
with whom the candidate works, will assess also. The assessment will take place at least
twice during the program of study; prior to the internship and at the end of the program.
This information will be used to develop the candidate’s Professional Development Plan
which should be completed prior to the internship/residency.
Standard 6: Identifying Legal Issues in School/Systems
Activity: Lead a group in identifying the most frequent legal issues facing your
school/district and develop a report identifying the reasons for these issues, including
recommendations for solutions to particular situations. The report will be both an oral and
written presentation. You any want to refer to your own school/district when analyzing
information to determine the most frequent legal issues. (EDUL 6275) (Standard 6)
Rational: This assessment addresses standard 6. It is vitally important to understand
where there may be a potential for legal issues in schools/district. It is the leader’s
responsibility to have the safest and healthiest environment for those who work in, attend,
and visit a school/system. Legal issues can be a detriment to the learning environment.