educational leadership internship manual · 2014-01-16 · 1 educational leadership internship...

1

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

2

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

3

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


4

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.

5

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.

6

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 3 ARTIFACTS FROM CLASS PROJECTS,

Artifacts for Standard 4 ACTIVITIES (See page 7)



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.

7

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.


8

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

9

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.

10

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


by advocating, nurturing, and sustaining a school culture and instructional program

conducive to student learning and staff professional growth.

Standard 3


by ensuring management of the organization, operations, and resources for a safe,

efficient, and effective learning environment.

Standard 4


by collaborating with families and community members, responding to diverse

community interests and needs, and mobilizing community resources.

Standard 5


by acting with integrity, fairness, and in an ethical manner.

Standard 6


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.


11

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

12

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


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

13

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


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

14

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.

15

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




O.)

Internship

3

Coursework




O.)

Internship

4 Coursework




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




O.)

Internship

16

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)

17

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_____________________________________________________________________

18

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

19

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?

20

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


5. Artifacts for Standard 3 ARTIFACTS FROM CLASS PROJECTS,

6. Artifacts for Standard 4 ACTIVITIES (See page 8)



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)

21

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

/

S

P

R

1

_________

Mentor

_________

Intern

2

_________

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

_________

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)

http://www.gace.nesinc.com/

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)

http://www.gace.nesinc.com/

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.