educational leadership edl 6200: internship …...the internship is a combination of clinical...
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EDUCATIONAL LEADERSHIP
EDL 6200: INTERNSHIP HANDBOOK
(ADOPTED FALL 2010)
COLLEGE OF EDUCATION AND HUMAN DEVELOPMENT Northwestern State University
Natchitoches, Louisiana
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PREFACE
The Educational Leadership (EDL) program is dedicated to developing school leaders who are
caring, just, fair, and ethical and who believe that all students can learn. A nationally accredited
program, EDL offers both master's and specialist degrees as well as an "Alternate Path Add-on
School Leader Level 1" certification.
Both the master's and specialist degrees and the add-on certification require a teaching
certificate. The master's is 36 semester hours. The specialist degree is a minimum of 36 hours
beyond the master's degree. The add-on certification requires a minimum of 24 hours
of education and education leadership classes, with additional courses if needed, determined after
a review of transcripts and past school and professional experiences.
The EDL program is a combination of both campus and online courses, with some classes
offered at the Learning Center in Rapides Parish (England Air Park).
Dr. Wendell Wellman, EDL Program Coordinator
Office: 318-357-4187 Cell: 318-613-3557
Dr. Nelda Wellman, Assistant Professor
Dr. Karl Carpenter, Adjunct
Dr. Paula Furr, Dept. Head of Educational Leadership and Technology
Dr. Vickie Gentry, Dean of College of Education
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TABLE OF CONTENTS
Page
I. Course Identification………………………………………………………...4
II. Course Description…………………………………………………………..5
III. Justification and Rationale…………………………………………………..5
IV. Goals and Objectives………………………………………………………...6
V. Assignments…………………………………………………………………7
VI. Evaluation and Grading……………………………………………………...9
VII. Appendix
A. Application for School Building Level Internship……………………..10
B. Educational Leadership Internship Form……………………………….11
C. Personal Vita……………………………………………………………15
D. Self-Assessment of Awareness, Understanding and Capability of
ISSLC/ELCC Standards……………………………………………………16
E. ISLLC/ELCC Knowledge, Performance & Dispositions School Leadership
Self-Inventory……………………….……………….…………….19
F. ISLCC/ELCC Dispositions Mentor Assessment…………….………….20
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COURSE IDENTIFICATION
EDL 6200, Internship in School Administration (3-3-0) The Internship is a combination of clinical practicum experiences and assignments, online
discussion, and individual consultation and mentoring with a practicing school administrator and
University advisor. A minimum of 150 hours of clinical and field-based experiences are
required. Candidates must submit an application and obtain formal approval of their internship
site prior to registration in the course (ELCC 7.1).
Prerequisites: Completion of all EDL coursework and permission of advisor.
Purpose of Internship: To provide the candidate an enriching real life work experience within
the school setting that prepares them to transition into the job of school-leader.
Role of the Mentor Principal: To challenge the candidate to develop his or her highest
potential as scholar-practitioners to creatively solve problems; make fair, just and equitable
decisions; take responsibility; and develop creative and critical thinking skills.
Role of the University Supervisor: To provide support to both the mentor and intern within a
nurturing environment in which creativity, learning, personal, and professional growth occurs.
Textbook & Supplementary Materials: PASS-Port (software). (https://nsula.pass-port.org:9003/).
This software is required for the pre-internship portfolio, internship and the terminal program
portfolios. (Each student must upload assigned artifacts to PASS-Port as a required component
of this class. Since all students are required to maintain a current PASS-Port subscription, if all
required field experiences and artifacts are not completed and entered into PASS-Port by the due
date, the candidate will receive a grade of F in the course regardless of other grades.)
General Information:
Professor: Dr. Wendell Wellman
Office: TEC, Pod D-104k
E-Mail [email protected]
Office Phone: 318-357-5521
318-352-0839 Home
318-613-3557 Cell
Fax: 318-357-6275
Availability: Anytime by Email and Appointment
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COURSE DESCRIPTION
The candidate is provided practical experience by being assigned to a building level school
leader with whom to work in areas associated with the ISLLC/ELCC standards and is under the
supervision of a university faculty member.
JUSTIFICATION/RATIONALE
The purpose of the administrative intern program is to provide academic and practical
professional experiences for candidates through a cooperative effort between public schools and
universities. The importance of cooperation is paramount for the success of any program. The
program is designed to involve candidates in activities and tasks performed by experienced
school administrators. These experienced school leaders are referred to as site-based mentors.
The intern must acquire signed approval from both the site-based school leader and the school
district superintendent.
GOALS AND OBJECTIVES The goals and objectives of courses in Educational Leadership are based on the Interstate
Consortium for School Leaders standards (ISSLC), their companion Educational Leadership
Consortium (ELCC) standards and the standards for administrative licensure in the Louisiana
Department of Education (LADE). Candidates who complete a program in Educational
Leadership will have the knowledge and ability to promote the success of all students through
demonstrating the knowledge, dispositions and application of these standards.
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Goals:
The internship includes a wide range of experiences from "Awareness" to "Understanding" to
"Capability" level activities and will vary depending on the individual candidate’s current
knowledge, skills and dispositions. However, each candidate is required to complete an
Internship Plan that addresses activities in each of the seven ELCC standards.
Objectives:
Each candidate will:
Identify areas of administration and classify administrative tasks of those observed.
Identify and utilize specific leadership characteristics and leadership roles of the
administrator.
Select and administer instruments to evaluate student progress in subject content areas.
Plan and develop curricula utilizing curriculum terminology and techniques for a diverse
student population
Critically analyze administrative and curricular innovations in terms of execution or
professional responsibilities.
Plan and direct in-service programs using identified techniques of in-service training
Develop a program in which school and community relations are involved.
Demonstrate written, oral, and nonverbal communication skills in resident and field
experiences.
Demonstrate basic research and technology skills by collecting, analyzing and
interpreting data concerning selected administrative problems.
Identify and interpret administrative theories and principles relative to specific
administrative levels.
Conduct an activity with at least one community agency.
Register for and take the SLLA (State of Louisiana Licensure Assessment) and have
scores reported to NSU before the end of the semester. A final grade cannot be earned in
this class until passing scores for the SLLA are received
ASSIGNMENTS
I. The content of the internship program consists of the completion of the EDL Internship
Portfolio which contains documentation demonstrating the candidate’s level of capability in each
of the ISLLC Standards for School Leaders begun during the first EDL course and maintained
throughout the EDL program. See Self-Assessment and completion rubric in the Appendix. All
activities and assignments in EDL 6200 address Standard 7 of the ELCC Standards, as well as
ISLLC Standards 1 through 6. (PS, DM, RT, CCT)
II. Internship Plan: The intern must complete a minimum of 10 hours per week or 150 hours
during the course of the internship. The Internship extends the practicum activities that occur
over the candidate’s plan of study in the EDL program through documented clinical and/or field-
based experiences. Students must submit an application and receive formal approval before
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beginning the internship, and must be enrolled in EDL 6200. The intern's level of participation
will be based on the following:
a. 30% “Awareness” type activities (minimum of 40 hours each semester)
b. 30% “Understanding” type activities (minimum of 40 hours each semester)
c. 40% “Capability” type activities ( minimum of 70 hours each semester)
(PS, DM, RT, CCT)
III. Activity Report(Log): The intern must maintain an Activity Report ("log") in the Passport
software system and in the course discussion board that documents the activities and time spent
in the approved Internship Plan. A copy of the Activity Report must be initialed by the approved
site-based mentor (administrator.) and submitted to the university advisor at the end of each two
week period. Each practicum experience must also be documented in the online Passport system
(RT, CCT).
IV. In conjunction with an approval from your site mentor, write at least one goal to be
completed during your Intern period. Your goal should lead to the writing of at least three
specific objectives developed to ultimately lead to school improvement. Documentation of an
evaluation of this plan is required (DM, RT, CCT). See required activities below.
V. Intern Experiences: Artifacts used for documentation in other classes in the Educational
Leadership program MAY be used as documentation for the portfolio submitted at the
conclusion of the internship. Pictures of all activities must be included in the portfolio.
Include sample artifacts (documentation) of the following:
Develop a calendar for completing these activities based on the site-based school
calendar.
Participate and document results of strategic planning for your school or district (ELCC
1.1, 1.2, 1.3).
Deliver at least one activity or condition to motivate staff, students and families to
achieve the school’s vision (ELCC 2.1).
Identify a problem, seek and analyze problem factors, seek creative solutions and resolve
at least one school related problem (ELCC 3.2).
Present to the board, a committee or other group educational data, issue or trend
(ELCC 4.1, 4.2).
Provide a sample of collaboratively assisting your mentor with staffing patterns, school
organizational structure or facility design to support desired student outcomes
(ELCC 2.2, 2.3, 2.4).
Document at least one meeting with a community agency which addresses student and
family conditions (ELCC 1.5, 4.1, 4.2, 6.1).
Describe your involvement in developing and monitoring long range plans for school or
district technology and information systems (ELCC 3.3).
Provide an example of your efforts to build community support for the school or district
programs (ELCC 2.1, 4.1, 4.2, 6.1).
Analyze:
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a. Categories receiving most tasks (report in percentages)
b. Categories demanding most of leadership characteristics
c. Categories concerned most with instruction, service, etc. (ELCC 2.2, 2.3, 2.4)
Determine the special programs administered by the principal/supervisor on the local
campus or parish office in addition to the "regular program." Outline the basic intent of
each special program (ELCC 2.2, 2.3, 2.4, 5.1, 5.2, 5.3).
Curriculum: Determine the title of the person who plans the curriculum on the: (1) Parish
or district level; (2) Campus level; Using curriculum terminology, outline steps for
improvement of one area of the curriculum (ELCC 2.2, 2.3).
Finance: Outline the basic tasks of the principal/supervisor involving finance for:
(1) Local campus monies, (2) Parish budget and prepare a position statement for how
the expenditure relates to school improvement initiatives (ELCC 3.3)
(PS, DM, RT, CCT).
Register for and take the SLLA during this semester and have scores reported to NSU.
You must pass the SLLA in order to pass this course.
Complete the pre and post Self-Inventory and enter into Pass-port.
Assignment Point Value:
Assignment Total
Points
1. Leadership Self Inventory (Beginning) ** 50 SLLA Test Score= 166 point minimum
2. Internship Plan 50
3. Weekly Discussion Board Post 10 pts each 130
4. Professional Vita 50
5. Leadership Self Inventory (Completion) ** 50
6. Internship Portfolio@** 100
7. Internship Activity Logs@** 70
8. Mentor Evaluation 50
Total Points 606
** These assignments are required assessments for NCATE accreditation and must be entered
into passport; data should be submitted per department guidelines.
EVALUATION & GRADING
Evaluation Policies:
General University grading policies are located in the current General Catalogue under
the heading of Academic Regulations. Policies of this course are in compliance with
University Regulations.
Grades are based on the quality of a student’s performance on written, oral and practicum
assignments, the ability to apply the ELCC and Louisiana standards, participation in
class, including assigned group work. All work is expected to be of the highest quality
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and must be handed in on time to avoid penalty. A grade of C or below is not considered
satisfactory graduate work; consult the current Graduate Catalogue.
The course instructor, after assessing the unique needs of the intern, provides the final
approval for both the specific activities and the clock hours necessary for granting three
hours credit. The grade earned will be related to the quality of experiences and time
documented. The professor will schedule an on-site visit with the intern and the mentor
during the semester. The intern must schedule and complete the SLLA and have scores
reported to NSU. If this class is for the purpose of Add-on Certification the intern must
pass the SLLA before a passing score may be earned in this class.
Any assignment submitted late will receive a grade reduction of -10% per each day it is
late.
Grading and Grading Scale:
Grades will be assigned as follows for each assignment and overall:
A= 90-100% D=60-69%
B= 80-89% F=59<%
C=70-79% Note: Any grade below C is considered a failing grade
Attendance:
Students are expected to log-in weekly and participate in discussion board. Discussion Board
post submitted late will receive a grade of -0-. A student may be dropped from the class if s/he is
absent from class in excess of two classes of instruction per NSU policy. Attendance is
mandatory and the final grade will be affected by poor attendance.
APPENDIX A
NORTHWESTERN STATE UNIVERSITY OF LOUISIANA
COLLEGE OF EDUCATION
APPLICATION FOR SCHOOL BUILDING LEVEL INTERNSHIP
Due Dates: September 1 for fall Internships, January 1 for spring Internships
_________________________________ ___________________
Candidate’s Name Date
_________________________________ ___________________
Street Address Social Security Number
I request admission to EDUC 6200 Building Level Leader Internship for the following
semester/year_____ . I have completed all courses required for admission except for the
following: _______________________________________________________________.
I have consulted with and made arrangement for the following Site-based Mentor to supervise
my experiences:
SITE-BASED MENTOR DISTRICT SUPERINTENDENT
_______________________________ _____________________________
Mentor’s Name Superintendent’s Name
_______________________________ _____________________________
Title/Position School District
_______________________________ _____________________________
School Name Street Address
_______________________________ _____________________________
Mailing Address
_______________________________ _____________________________
City State Zip Code City State Zip Code
AGREEMENT OF MENTOR AND APPROVAL BY SUPERINTENDENT
As the site-based Mentor, I recommend _________________________ for acceptance into the
Internship and agree to supervise the Internship as specified in the Guidelines.
__________________________________ ______________
Signature: Site-based Mentor Date
__________________________________ ______________
Approved: District Superintendent Date
Return form to: Dr. Wendell Wellman, Teacher Education Center, College of Education,
Northwestern State University of Louisiana, 71497
Do not write below this line
_________________________________ ________________
Approval Signature Date
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APPENDIX B
EDUCATIONAL LEADERSHIP
INTERNSHIP
Directions: Submit this form at the end of the internship.
A. and B. must be completed the semester of internship.
A. Active for semesters (Circle one) Fall Spring
B. Participated for a minimum of 10 hours per week No Yes No Yes
1. Minimum of 50 hours observation ____ ____ ____ ____
2. Minimum of 50 hours limited participation ____ ____ ____ ____
3. Minimum of 50 hours leadership activities ____ ____ ____ ____
The following activities must be completed during internship. If all activities are not
completed during the semester an “incomplete” will be awarded and the candidate has 60
days to complete the assignments.
Northwestern State University of Louisiana
Supervised Internship
University/Site Supervisor Evaluation
Candidate/Intern’s Name ___________________________________________________
School/District ___________________________________________________________
University Supervisor’s Signature ____________________________________________
Site Supervisor’s Signature__________________________________________________
Date __________________
Directions: Please provide feedback regarding the experiences of your administrative intern. Please
review the intern’s internship artifacts in the portfolio and performance in the supervised
internship and field experiences. Note the intern’s current competency in each of the areas by circling
the appropriate descriptor.
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Exemplary: Displays the understanding of administrative procedures beyond what a
candidate/intern would be expected to know. Intern has basic entry-level leadership
skills beyond what is expected of a candidate at the Master’s level.
2
Acceptable: Has the basic understanding of the role of a school leader. Intern is
capable of understanding the overall operation of a school from the eyes of a teacher
and administrator.
1 Unacceptable: Intern lacks basic understanding of school leadership roles. Intern has
difficulty in the role of a school leader.
3
ELCC Standard 1.0: The intern facilitates the development, articulation, implementation, and
stewardship of a vision of learned that is shared and supported by the school community. The
intern displays an understanding of the importance of planning, communicating the plan to all
stakeholders, and continual assessment of one’s performance implementing the plan.
1. Demonstrates the ability to develop a vision of learning for a school that
promotes the success of all students (ELCC 1.1a), based on the diversity of
learners and learners’ needs (ELCC 1.1b)
3 2 1
2. Demonstrates the ability to articulate the school’s vision and mission (ELCC
1.2a); focuses on student learning ; draws on relevant information sources such
as assessment results, demographic data, and community needs (ELCC 1.2b) ;
communicates the vision to staff, parents, students, and community members
(ELCC 1.2c).
3 2 1
3. Demonstrates the ability to implement the school’s vision through the
formulation of initiatives, plans, and processes that motivate staff students, and
families to achieve the school’s vision (ELCC 1.3a, 1.3b).
3 2 1
4. Demonstrates the ability to steward the school’s vision and build a shared
commitment to the vision through effective communication skills (ELCC 1.4a);
regularly monitors, evaluates, and revises the vision (ELCC 1.4b, 1.4c).
3 2 1
5. Demonstrates the ability to promote community involvement in the vision
(ELCC 1.5a) and demonstrates the skills needed to communicate effectively
with all stakeholders (ELCC 1.5b).
3 2 1
ELCC Standard 2.0 The intern advocates, nurtures, and sustains a school culture and instructional
program conducive to student learning and staff professional growth. The intern displays an
understanding of pedagogy and implementation of instructional program.
1. Demonstrates the ability to promote a positive school culture; capitalizes on
the diversity of the school community; and seeks to improve school programs
and culture (ELCC 2.1a).
3 2 1
2. Demonstrates the ability to provide effective instructional programs (ELCC
2.2a); facilitates activities to improve instructional practices and curricular
materials that fully accommodate learner’s diverse needs (ELCC 2.2b) ; uses
and promotes technology and information systems (ELCC 2.2c)
3 2 1
3. Demonstrates the ability to apply best practice to student learning (ELCC
2.3a), shows concern for diversity in the learning process (ELCC 2.3b), and
promotes an environment for improved student achievement (ELCC 2.3c).
3 2 1
4. Demonstrates the ability to design and implement comprehensive
professional growth plans (ELCC 2.4a) that reflect a commitment to life-long
learning (ELCC 2.4c); uses observations, collaborative reflection, and adult
learning strategies to form plans with teachers and other school personnel
(ELCC 2.4b).
3 2 1
ELCC Standard 3.0: The intern ensures management of the organization, operations, and
resources to diverse community interests and needs, and mobilizing community resources. Intern
displays understanding of human behavior, facilities management, and maintaining safety and order.
1. Demonstrates the ability to manage the organization with attention to
indicators of equity, effectiveness, and efficiency (ELCC 3.1a); develop plans
that give priority to student learning, safety, curriculum, and instruction (ELCC
3 2 1
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3.1b); manage time effectively and deploy financial and human resource to
promote student achievement (ELCC .31c).
2. Demonstrates the ability to manage operations by building consensus,
communicating, and resolving conflicts to align resources with the school’s
vision (ELCC 3.2a); develop communication plans to enable staff to develop
their family and community collaboration skills (ELCC 3.2b); and apply legal
principles to promote educational equity and provide safe, effective, and
efficient facilities (ELCC 3.2c).
3 2 1
3. Demonstrates the ability to manage resources utilizing problem-solving
skills and strategic planning (ELCC 3.3a); seek new resources to facilitate
learning (ELCC 3.3b); and apply current technologies for school management,
business procedures, and scheduling (ELCC 3.3c).
3 2 1
ELCC Standard 4.0: The intern collaborates with families and community members, responding to
diverse community interests and needs, mobilizing community resources. Intern displays
understanding of group dynamics, management of people/human resources, importance of
communication, and equity.
1. Demonstrates the ability to collaborate with families and other community
members to positively affect student learning (ELCC 4.1a); apply an
understanding of community relations models, strategies and processes to create
partnerships (ELCC 4.1c); develop outreach aimed at business, religious,
political and service organizations (ELCC 4.1d, ELCC 4.1e); involve families
and other stakeholders in school decision-making processes (ELCC 4.1f) ;
integrate health, social and other services (ELCC 4.1g); and develop a
comprehensive program of community relations (ELCC 4.1h).
3 2 1
2. Demonstrates the ability to respond to community interests and needs
through active involvement within the community, including interactions with
individuals and groups with conflicting perspectives (ELCC 4.2a);
accommodate diverse school and community conditions (ELCC 4.2b); serve
students with special needs (ELCC 4.2c); capitalize on the diversity of the
school community to improve schools programs and meet the diverse needs of
all students (ELCC 4.2d).
3 2 1
3. Demonstrates the ability to mobilize community resources to support student
achievement (ELCC 4.3a); use school resources and social service agencies to
serve the community (ELCC 4.3b); and use public resources and funds to
encourage communities to provide new resources to address emerging student
problems (ELCC 4.3c).
3 2 1
ELCC Standard 5.0: The intern understands, responds to, and influences the larger political,
social, economic, legal, and cultural context. Intern displays understanding of school governance,
public education, political, social, culture, economic systems, and processes that impact schools.
1. Demonstrates the ability to act with integrity, demonstrating a respect for the
rights of others with regard to confidentiality and dignity and engage in honest
interactions (ELCC 5.1a).
3 2 1
2. Demonstrates the ability to act fairly, combining impartiality and sensitivity
to student diversity, and ethical considerations in their interactions with others 3 2 1
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(ELCC 5.2a).
3. Demonstrates the ability to act ethically, making and explaining decisions
based upon ethical and legal principles (ELCC 5.3a). 3 2 1
ELCC Standard 6.0: The intern understands, responds to, and influences the larger political,
social, economic, legal, and cultural context. Intern displays understanding of school governance,
public education political, social, culture, economic systems, and processes that impact schools.
1. Demonstrates the ability to understand the larger context (ELCC 6.1a) , that
include the legal and political systems (ELCC 6.1a); the causes of poverty and
other disadvantages (ELCC 6.1c); their effects on families, communities,
children, and learning (ELCC 6.1c); the economic factors shaping a local
community (ELCC 6.1e); and the role of the school in promoting social justice
(ELCC 6.1g).
3 2 1
2. Demonstrates the ability to respond to the larger context through
communication with members of the school community concerning trends,
issues, and potential changes in the environment in which the school operates,
including maintenance of an ongoing dialogue with representatives of diverse
community groups (ELCC 6.2a).
3 2 1
3. Demonstrates the ability to influence the larger context by engaging students,
parents and other members of the community in advocating for adoption of
improved policies and laws ELCC 6.3a); developing activities and policies that
benefit students and their families (ELCC 6.3b); advocating for policies and
programs that promote equitable learning opportunities and success for all
students, regardless of their socioeconomic background, ethnicity, gender,
disability, or other individual characteristics (ELCC 6.3c).
3 2 1
Total Points: ____________
(63 Possible)
Comments:
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APPENDIX C
Professional Vita
The following guidelines are adapted from the text: School Leader Internship. Candidates must
submit a draft of their vita/resume with the application for internship and submit an updated copy
in the EDL Internship Portfolio. The vita provides the facts about ones past education,
experience, and accomplishments. The vita is used to assist in planning for both the internship
experience and for future professional growth activities.
Remember that the professional vita does not necessarily follow the format of a one-page
business resume. The guidelines for the vita are:
Have well-defined categories /sections in appropriate order
Qualifications and preferences should match the position desired
Be neat and conservative
Be accurate and ethical
Should be accomplishment oriented
Show results of your accomplishments in your portfolio
Omit information outside of professional life
Be grammatically correct
Should consist of several pages
Categories for Vita (See text for full example-Appendix A.1)
Heading
Current Career Goal
Education
Employment
Other Related Experience
Community Service
Professional Memberships
Other Training & Licensure
Presentations
Papers/Publications
References
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APPENDIX D
Self-Assessment of Awareness, Understanding and Capability of ISLLC/ELCC Standards
Directions: The following instrument is a self-assessment to measure your awareness,
understanding and capability of each of the elements related to the ELCC Standards. Complete
this assessment as accurately and honestly as possible. In the “Rating” column, record an “A” if
you have “awareness” of the element, “U” if you have an “understanding” of the element and a
“C” if you are “capable” of implementing the element. After each standard, include a reflection
as to why you feel you have earned the rating you gave yourself and list activities completed
during internship that developed your awareness, understanding, or capability. Each “Capability”
shall be documented in the Portfolio.
Include this assessment in at the end of the Resume/Vita section in your portfolio.
Standard 1-Vision
Candidates who complete the program are educational leaders who have the knowledge and
ability to promote the success of all students by facilitating the development, articulation,
implementation, and stewardship of a school vision of learning supported by the school
community.
Rating Element
1.1 Develop a Vision
1.2 Articulate a Vision
1.3 Implement a Vision
1.4 Steward a Vision
1.5 Promote Community Involvement in the Vision
Reflection
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Standard 2-Instruction
Candidates who complete the program are educational leaders who have the knowledge and
ability to promote the success of all students by promoting a positive school culture, providing an
effective instructional program, applying best practices to student learning, and designing
comprehensive professional growth plans for staff.
Rating Element
2.1 Promote Positive School Culture
2.2 Provide Effective Instructional Program
2.3 Apply Best Practice to Student Learning
2.4 Design Comprehensive Professional Growth Plans
Reflection
________________________________________________________________________
________________________________________________________________________
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________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Standard 3-Management
Candidates who complete the program are educational leaders who have the knowledge and
ability to promote the success of all students by managing the organization, operations, and
resources in such a way that promotes a safe, efficient, and effective learning environment.
Rating Element
3.1 Manage the Organization
3.2 Manage Operations
3.3 Manage Resources
Reflection
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Standard 4-Collaboration
Candidates who complete the program are educational leaders who have the knowledge and
ability to promote the success of all students by collaborating with families and other community
members, responding to diverse community interests and needs, and mobilizing community
resources.
Rating Element
4.1 Collaborate with Families and Other Community Members
4.2 Respond to Community Interests and Needs
4.3 Mobilize Community Resources
Reflection
_______________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Standard 5-Ethics
Candidates who complete the program are educational leaders who have the knowledge and
ability to promote the success of all students by acting with integrity, fairly, and in an ethical
manner.
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Rating Element
5.1 Acts with Integrity
5.2 Acts Fairly
5.3 Acts Ethically
Reflection
_______________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Standard 6-Influence
Candidates who complete the program are educational leaders who have the knowledge and
ability to promote the success of all students by understanding, responding to, and influencing
the larger political, social, economic, legal and cultural context.
Rating Element
6.1 Understand the Larger Context
6.2 Respond to the Larger Context
6.3 Influence the Larger Context
Reflection
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
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APPENDIX E
ISLLC/ELCC Knowledge, Performance & Dispositions
School Leadership Self-Inventory
Directions: Each intern should complete the “School Leadership Self-Inventory” at the beginning
and again at the end of the internship experience to assess their knowledge, performances and
dispositions related to the ISLLC/ELCC standards. Submit the complete self- inventory to the
instructor and record the scores for each standard in Appendix A – ELCC School Leadership
Self-Inventory” of the portfolio. This is located under course buttons on left when you log into
the course.
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APPENDIX F
ISLLC/ELCC Dispositions
Mentor Assessment
Directions: The mentor of an intern should complete the following Mentor Assessment at the end
of the internship experience.
Indicate in the rating column the response which most accurately describes evidence of the
intern’s dispositions, on a scale from1 to 4 as follows: The intern has demonstrated …
4 = strong evidence of the disposition,
3 = limited evidence of this disposition,
2 = no evidence of this disposition, and
1 = opposition to the disposition.
This is not a recommendation on the merit or expertise of the person, but an assessment of your
perspective of the beliefs behind the words or actions of the person rated. Please complete this
assessment as accurately and honestly as possible. There are no good or bad, right or wrong
answers-just your perceptions. Thank you for your time and effort.
Standard 1 – Vision: Shared Vision
The Intern believes in, values, and is committed to:
Rating Indicator
The educability of all
A school vision of high standards of learning
Continuous school improvement
The inclusion of all members of the school community.
Ensuring that students have the knowledge, skills, and values needed to become
successful adults.
A willingness to continuously examine one’s own assumptions, beliefs, and
practices.
Doing the work required for high levels of personal and organizational
performance.
Standard 2 - Instruction: Culture, Instructional Programs and Staff Development
The Intern believes in, values, and is committed to:
Student learning as the fundamental purpose of schooling
The proposition that all students can learn
The variety of ways in which students can learn
Life-long learning of self and others
Professional development as an integral part of school improvement
The benefits that diversity brings to the school community
A safe and supportive learning environment
Preparing students to be contributing members of society
Standard 3 - Management: Management of Instructional Programs & Operations
The Intern believes in, values, and is committed to:
Making management decisions to enhance learning and teaching
Taking risks to improve schools
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Trusting people and their judgment
Accepting responsibility
High-quality standards, expectations, and performances
Involving stakeholders in management process
A safe environment
Standard 4 - Collaboration: Family and Community Stakeholders
The Intern believes in, values, and is committed to:
School operating as an integral part of the larger community
Collaboration and communication with families
Involvement of families and other stakeholders in school decision-making
processes
The proposition that diversity enriches the school
Families as partners in the education of their children
The proposition that families have the best interests of their children in mind
Resources of the family and community needing to be brought to bear on the
education of students
An informed public
Standard 5 - Ethics: Professional Ethics and Integrity
The Intern believes in, values, and is committed to:
The ideal of the common good
The principles of the Bill of Rights
The right of every student to a free, quality education
Bringing ethical principles to the decision-making process
Subordinating one’s own interests to the good of the school community
Accepting the consequences for upholding one’s principles and actions
Using the influence of one’s office constructively and productively in the
service of all students and their families
Development of a caring school community
Standard 6 – Influence: Political, Social, Economic, Legal, and Cultural Contexts
The Intern believes in, values, and is committed to:
Education as a key to opportunity and social mobility
Recognizing a variety of ideas, values, and cultures
Importance of a continuing dialogue with other decision makers affecting
education
Actively participating in the political and policy-making context in the service
of education
Using legal systems to protect student rights and improve student opportunities
Additional comments or elaboration on any previous items:
Signature: ______________________________________Date: ___________________