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Leadership, Foundations, and Counseling Psychology

Practicum in School District Administration

ELPS 562

Spring, 2016

Instructor/University Supervisor: Dr. Harry Rossi/Dr. Gary Zabilka

Meeting Dates and Times: Dec. 10, Jan. 25, Mar. 14, and May 9; 7:00 PM to 9:30 PM

Location: Dr. Rossi: School of Comm 001; Dr. Zabilka: School of COMM 008

Phone: Dr. Rossi: 847-370-8956 Dr. Zabilka: 847-715-8531

Email: [email protected], [email protected]

Office Hours: Before/After Class

Course Description: This course provides candidates with the acquisition and practice of leadership knowledge and skills

through clinical experiences in educational administration under the direct supervision of a practicing

administrator and a university professor. This course is designed for the candidate pursuing an Illinois

Superintendent’s endorsement and/or a doctoral degree in Educational Administration.

Conceptual Framework: Loyola University Chicago’s School of Education has adopted and embraced the conceptual

framework: Professionalism in the Service of Social Justice. During the Practicum experience we

will utilize this conceptual framework as a lens through which to examine candidates’ leadership

endeavors. Specifically, we will develop and honor the practice of leadership behaviors that promote

just and equitable educational services to all members of our learning community.

Course Objectives:

Under the direction of a host administrator and a university professor, candidates will demonstrate the

following: Candidates demonstrate an understanding of a current body of literature and are able to critically

evaluate new practices and research in their field. (CF1)

Candidates demonstrate an understanding of issues of social justice and inequity. (CF 3)

Candidates demonstrate skills that will enable them to work effectively with diverse clients. (CF 4)

Course Standards

LOYOLA UNIVERSITY CHICAGO’S SCHOOL OF EDUCATION’S CONCEPTUAL

FRAMEWORK STANDARDS:

CF1: Candidates demonstrate an understanding of a current body of literature and are able to

critically evaluate new practices and research in their field.

CF3: Candidates demonstrate an understanding of issues of social justice and inequity.

CF4: Candidates demonstrate skills that will enable them to work effectively with diverse clients.

ISSLC STANDARDS (2008):

ISLLC 1: An education leader promotes the success of every student by facilitating the development,

articulation, implementation, and stewardship of a vision of learning that is shared and supported by all

stakeholders (Functions A-E).

mailto:[email protected]

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ISLLC 2: An education leader promotes the success of every student by advocating, nurturing, and

sustaining a school culture and instructional program conducive to student learning and staff

professional growth (Functions A-I).

ISLLC 3: An education leader promotes the success of every student by ensuring management of the

organization, operation, and resources for a safe, efficient, and effective learning environment.

ISLLC 4: An education leader promotes the success of every student by collaborating with faculty and

community members, responding to diverse community interests and needs, and mobilizing

community resources.

ISLLC 5: An education leader promotes the success of every student by acting with integrity, fairness,

and in an ethical manner (A-E).

ISLLC 6: An education leader promotes the success of every student by understanding, responding

to, and influencing the political, social, economic, legal, and cultural context (A-C).

NATIONAL COUNCIL FOR ACCREDITATION OF TEACHER EDUCATION (NCATE)

(2011):

Superintendent’s Endorsement/Doctoral Degree – District Level

ELCC 1.1: Candidates understand and can collaboratively develop, articulate, implement, and

steward a shared district vision of learning for a school district. ISBE 1N

ELCC 1.2: Candidates understand and can collect and use data to identify district goals, assess

organizational effectiveness, and implement district plans to achieve district goals. ISBE 3Q;

Loyola CF 1

ELCC 1.3: Candidates understand and can promote continual and sustainable district

improvement. ISBE 1L, 1R

ELCC 1.4: Candidates understand and can evaluate district progress and revise district plans

supported by district stakeholders. ISBE 1R, 4R

ELCC 2.1: Candidates understand and can advocate, nurture, and sustain a district culture and

instructional program conducive to student learning through collaboration, trust, and a

personalized learning environment with high expectations for students. ISBE 1M

ELCC 2.2: Candidates understand and can create and evaluate a comprehensive, rigorous, and

coherent curricular and instructional district program. ISBE 2M

ELCC 2.3: Candidates understand and can develop and supervise the instructional and leadership

capacity across the district. ISBE 2T

ELCC 2.4: Candidates understand and can promote the most effective and appropriate district

technologies to support teaching and learning with the district. ISBE 2H

ELCC 3.1: Candidates understand and can monitor and evaluate district management and

operational systems. ISBE 3O, 3S

ELCC 3.2: Candidates understand and can efficiently use human, fiscal, and technological

resources within the district. ISBE 3I

ELCC 3.3: Candidates understand and can promote district-level policies and procedures that

protect the welfare and safety of students and staff across the district. ISBE 3T, 3U

ELCC 4.1: Candidates understand and can collaborate with faculty and community members by

collecting and analyzing information pertinent to the improvement of the district’s educational

environment. ISBE 1N, 4K

ELCC 4.2: Candidates understand and can mobilize community resources by promoting

understanding, appreciation, and use of the community’s diverse cultural, social, and

intellectual resources throughout the district. ISBE 4R, 4S; Loyola CF 4

ELCC 4.4: Candidates understand and can respond to community interests and needs by building

and sustaining productive district relationships with community partners. ISBE 4F

ELCC 5.1: Candidates understand and can act with integrity and fairness to ensure a district

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system of accountability for every student’s academic and social success. ISBE 5D, 5I

ELCC 5.2: Candidates understand and can model principles of self-awareness, reflective practice,

transparency, and ethical behavior as related to their roles within the district. ISBE 5H

ELCC 5.4: Candidates understand and can evaluate the potential moral and legal consequences of

decision making in the district. ISBE 5A

ELCC 5.5: Candidates understand and can promote social justice within the district to ensure

individual student needs inform all aspects of schooling. ISBE 5K, 5B

ELCC 6.1: Candidates understand and can advocate for district students, families, and caregivers.

ISBE 6H

ELCC 6.2: Candidates understand and can act to influence local, district, state, and national

decisions affecting student learning in a district environment. ISBE 6L

ELCC 6.3: Candidates understand and can anticipate and assess emerging trends and initiatives

in order to adapt district-level leadership strategies. ISBE 6K, 6L; Loyola CF 3

Required Texts:

Kersten, T. (2012). Moving Into The Superintendency: How To Succeed in Making The

Transition. Lanham,MD. Rowman & Littlefield Publishers, Inc.

Procedures/Requirements for Entry into the Practicum:

All candidates must be admitted to a graduate program in the School of Education at Loyola

University Chicago.

Candidates must be supported by a practicing school administrator who has more than three

years of experience in the area he/she is supervising. The candidate must have written

approval of the administrator of the host school. An application form is to be completed by the

candidate and the host school administrator. This form is available in this syllabus and on the

LUC School of Education website.

The Practicum is a culminating experience; therefore, it should be one of the final courses

taken in the degree program. Candidates are officially enrolled for a one-semester, three-credit

hour course, ELPS 562.

By mid-term of the semester preceding the semester for which the Practicum is requested

candidates should apply to the Graduate Program Director.

Following acceptance into the Practicum, before the end of the term preceding the Practicum

semester, candidates will attend an orientation session with their assigned university professor.

This orientation session will provide candidates with specific guidelines and expectations.

Candidates are expected to have concentrated time with their host administrator prior to the

beginning of the Practicum semester, in order to facilitate experiences relevant to the opening

of a semester at the host school.

The Practicum is offered twice each year for candidates—fall semester and spring semester.

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Participant Expectations:

1. The Practicum Candidate:

In order to meet a candidate’s individual needs in a given situation, the university supervisor,

the host administrator, and the candidate will collaboratively structure the role of the

candidate. The candidate is required to keep a log and make reports to both the university

supervisor and the host administrator. Visits at the school site allow the Practicum candidate

and university supervisor opportunity to discuss concerns that might arise.

The Practicum requires that the candidate work under the supervision of a practicing

administrator for one semester on an average of twelve (12) hours per week (120 total hours

required). Following acceptance into the Practicum, before the end of the term preceding the

Practicum semester, the candidate will attend an orientation session with his/her assigned

university professor. This orientation session will provide the candidate with specific

guidelines and expectations. Ideally, the candidate will be assigned a wide range of

administrative duties and responsibilities with corresponding authority. Opportunities for the

candidate to assume a leadership role or to participate/observe in the decision making process

are encouraged.

Practicum candidates are expected to take the initiative to broaden their professional

experiences. They must be willing to put forth additional time and effort that is not required of

other staff members, which often means arriving early and leaving late from their school site.

It is expected that the Practicum candidate will seek to minimize any imposition on the host

administrator by assisting the host administrator with as many duties as possible.

While the training of the Practicum candidate is essentially centered around the concept of

“hands on learning,” the professional growth of the Practicum candidate is fostered through

reflective analysis of his/her skills in problem solving, application, and implementation of

leadership skills.

Practicum candidates must realize that in any given situation they may find themselves “in

between” teachers and administrators. It is essential that they keep privileged information

confidential.

1. The Host Administrator

The role of the host administrator includes recommending individuals for admission to the

Practicum, on-site supervision for the candidate, meeting with the university supervisor,

assigning administrative duties and tasks, guiding the candidate, and assessing progress of the

candidate. It is recommended that the host administrator explain the function and duties of the

Practicum candidate to the school faculty.

The host administrator faces both challenges and opportunities in sponsoring the Practicum

candidate. He/she has the opportunity to make a significant contribution to the field of

education as a mentor for an aspiring administrator. Yet, the challenge for the host

administrator is to put the candidate to work in ways that make the candidate a valuable

contributor to the school’s operation and, at the same time, provide for the candidate’s mastery

of the many important competencies of a school administrator.

In order to facilitate these opportunities and challenges, the Practicum candidate’s experience

should include:

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1. A wide range of activities that help the candidate become acquainted with all the facets of

the host administrator’s work.

2. Opportunities to observe the host administrator in a variety of situations.

3. Duties of increasing responsibility.

1. The University Supervisor

Faculty of the Administration and Supervision Program Area of the Educational Leadership

Affinity Group will provide overall guidance for the Practicum.

The university supervisor oversees the Practicum candidate’s experiences, provides on-site

visitations (normally once at the beginning and once at the end of the Practicum) and

schedules other meetings as deemed necessary. The first visit will be a formal discussion with

the candidate and the host administrator to clarify the role of the host administrator, the

experiences needed by the candidate, and the role of the university supervisor. The second

(and any additional) visits(s) will be to observe the candidate and to talk with the host

administrator regarding the candidate’s progress.

The university supervisor will provide the final grade for the Practicum candidate.

Course Requirements for all levels of Candidacy:

1. Practicum demographic form: To ensure that our candidates receive experience in a

culturally diverse environment, we are required by our accreditation agencies to obtain

demographic information about the Practicum sites. This form should be completed and returned

to the SOE office via your university supervisor.

If the total minority enrollment (i.e., Black, Hispanic, Asian/Pacific Islander, Native

American) is less than 20%, then for one full day, the Practicum candidate should strongly

consider shadowing an administrator at a culturally–diverse site.

2. Time: The Practicum candidate will average twelve (12) hours per week (120 total hours

required) involvement in administration/leadership experiences at the school site. The

Practicum experience should begin during the month prior to the beginning of the semester to

allow for extensive experiences prior to the start of school or during holiday break. These

experiences will be designed to lead to competency in leadership and decision-making. These

hours are exclusive of activities the candidate would normally engage in during his/her regular

teaching or other work assignment.

Once per month during the course of the semester, the Practicum candidate will attend an

on-campus session with other Practicum candidates and the university professor for a total

of four (4) sessions on Dec. 10, Jan. 25, Mar. 14 and May 9. These group sessions will

provide candidates with the opportunity for group reflection, processing, and networking

on their Practicum experiences.

3. Logs: Each week candidates will maintain a word-processed log for all practicum activities.

This log will be submitted electronically via e-mail to the university supervisor on a weekly

basis. Candidates will provide a paper copy of their logs, with supporting documentation

attached, certified by their host administrators to the university supervisor at each on-campus

session.

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Logged hours may include time Practicum candidates spend in meeting with the university

supervisor. They may also include on-site work on required projects, but not research or

writing/typing of those projects.

Logged hours may not include meetings, parent conferences, or other activities the

Practicum candidate would normally engage in during his/her regular teaching (or other

work) assignment.

Practicum candidates may not use bus duty, playground duty, or other supervisory

assignments for any their 120 total hours.

Logging of hours may be extended into a second semester ONLY under extenuating

circumstances and ONLY with the approval of the university supervisor. If this is

necessary, candidates will be assigned a grade of INCOMPLETE and will receive a grade

upon completion of the Practicum ONLY if this occurs within the semester following their

initial enrollment. Prior experience may not be counted toward actual logged hours unless

approved by the university professor supervising the Practicum.

Workshop/Conference attendance may be used for a maximum of 6 hours, exclusive of

travel time.

4. Weekly Journal Entries: Candidates are expected to maintain an electronic journal that

analyzes, summarizes, and reflects upon the activities and projects undertaken during the

week. These should be e-mailed to the university supervisor (along with the weekly log)

each week. A copy of the journal should also be given to the host administrator. Journal

entries should be numbered consecutively for ease. The first entry should contain

directions to your school, your work schedule, the best time(s) the university supervisor

could visit your school and your home/school phone numbers, addresses, and e-mail

addresses. Journal entries are formal communications between the candidate, the host administrator,

and the university supervisor and should be reflective of effective communication

techniques. Therefore, they must be word-processed, double spaced, checked for

spelling, and should follow proper rules of grammar. Each report should provide a record

of the week’s activities and the time accorded each activity.

Additional activities may be added in order to personalize the experiences for the

candidates; however, the candidate, the host administrator, and the university supervisor

must collaboratively develop the final list of activities. A copy of the finalized list should

be given to the host administrator and the university supervisor.

For your practicum it is expected that you will average 12 hours per week for a total of 120 hours per

practicum semester. You are responsible for twelve (12) written formative journal entries submitted

weekly via e-mail to your university supervisor. Each entry will include the following components:

1) A brief summary of the administrative activities in which you were engaged;

2) A reflective component of your reactions, insights, questions raised, thoughts, and/or

3) Connections of theory to practice. Your reflections may be positive or negative in nature;

4) Reflect on the role that collaborative relationships played in your work;

5) Reflect on the how your work affected or influenced student achievement and/or district

culture (Loyola CF 3)

6) And, describe how your practicum work helped you work toward one or more of the required

activities with the corresponding ELCC standards.

Within your 120 hours, you are required to be involved in a minimum of 16 activities with at least two

being MAJOR activities and two or more being MINOR activities from each of the four areas of the

“Practicum Activities List.”

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1. Projects:

Candidate Choice Projects: Candidates are required to be involved in at least two major*

(8 total majors) and two or more minor activities (8 total minors) from each of the four

areas of the “Practicum Activities List” included with this document for a minimum of

sixteen (16) activities total during the Practicum semester. These lists can be found on

pages 15 – 18.

If the total minority enrollment on the Demographic Form is less than 20%, then the

Practicum candidate may shadow an administrator in a culturally-diverse site for one full

day. This activity may be included as one of the 16 required activities. In each case the

candidate will document his/her involvement on the list by providing the notes taken,

memos, etc. and by noting the activity on the weekly log. The documentation from the

activities will be delivered to the university supervisor at the four on-campus sessions.

* In addition to the major/minor activities that you will be chronicling in your weekly journal entries,

there are two additional required projects:

Required Project –– District Analysis Plan to be Uploaded into LIVETEXT

Scenario

Assume you are the Superintendent of a school district wherein student achievement scores from state

testing have been received. You, along with other administrative team members, have compiled and

analyzed the student scores, demographic data, and other pertinent information in order to determine

what interventions, professional development, and resources must be included in the development of

the district improvement plan. The plan is complete and you are now ready to present it to the Board

of Education for their approval.

Assignment

To help them fully understand and appreciate the purpose and multiple components of the plan, you

must first prepare a report that details this information. Your report must:

1. Explain the purpose of a district improvement plan and its relationship to the district vision to

improve student outcomes in a manner that provides equity and access of the full curriculum

to all students (ELCC 5.3).

2. Analyze the districts’ student achievement data in the plan and indicate which multiple data

sources you will be focusing upon to articulate proposed recommendations for improved

student outcomes that meet current federal and state legislation. (ELCC 6.1)

3. Include the rationale for using data-based research strategies and strategic planning processes that

focus on student learning to develop a vision, drawing on relevant information sources such as

student assessment results, student and family demographic data, and an analysis of

community needs. (ELCC 1.1.) Loyola CF 1

4. Encompass the theory and research that relates to organizational and educational leadership and

engage in the collection, organization, and analysis of a variety of information, including

student performance data, required to assess progress toward a district’s vision, mission, and

goals. (ELCC 1.4)

5. Demonstrate the ability to bring together and communicate effectively with stakeholders within

the district and the larger community concerning implementation and realization of the vision.

(ELCC 4.1)

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6. Demonstrate the ability to use community data to respond to community interests and needs that

support improved student outcomes (ELCC 4.2)

7. Explain research based processes that can effectively implement a district vision using both district

and community resources throughout the entire school district and community. (ELCC 4.3)

8. Propose a sustained approach to apply best practices to student learning that capitalizes on

multiple aspects of diversity to meet the learning needs of all students. (ELCC 2.3)

9. Describe the use of qualitative and quantitative data, appropriate research methods, technology,

and information systems to develop a long-range plan for a district that can assess the district’s

improvement and accountability systems. (ELCC 3.2)

10. Develop personal professional growth plans that reflect commitment to life-long learning and best

practices. (ELCC 2.4.)

Required Project Culminating Activity—A Reflective Analysis – to be Uploaded into

LIVETEXT

At the final on-campus session, the candidate will provide the university supervisor with a six to eight

page paper in which you describe, analyze, and synthesize the Practicum experience through the lens

of the conceptual framework of Loyola’s School of Education—Professionalism in the Service of

Social Justice. This is a reflective analysis, written in the first person, in which you reflect on your

learning, personal and professional outcomes and benefits, and understandings of the application of

leadership theories. You should also reflect upon your learning related to the ELCC/ISLLC

superintendent standards, and specifically to the standards and elements described in the attached

rubric. The paper should be word processed, spell checked, and grammatically correct.

In particular, please focus on the following:

ELCC 5.1: Candidates understand and can act with integrity and fairness to ensure a district

system of accountability for every student’s academic and social success.

Describe how you demonstrated this disposition within your practicum activities and the challenges

that you faced when acting with integrity.

ELCC 5.2. Candidates understand and can model principles of self-awareness, reflective

practice, transparency, and ethical behavior as related to their roles within the district.


that you faced when acting fairly.

ELCC 5.4: Candidates understand and can evaluate the potential moral and legal consequences

of decision making in the district.


that you faced when acting ethically.

Course Evaluation:

Evaluation by host administrator: The host administrator will evaluate candidates at the end of their

Practicum. The evaluation instrument is attached to this document. This confidential report will be

submitted to the university supervisor and will be taken into account for the purposes of grading;

however, the university supervisor has the final authority for issuing a grade in this course.

Evaluation by the university supervisor: The course grade is a compilation of the following items:

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Reports of activities and weekly journals,

Completion of a minimum of 120 clock hours engaged in activities as described in the

practicum activities list that is part of this syllabus,

Time logs signed and approved by the host administrator,

Attendance at on-campus class sessions,

Reflective analysis of practicum experience as described above,

Host administrator evaluation,

Required projects:

* District Improvement Plan Analysis

Written assignments will be evaluated on the basis of:

Conformity with the assignment directions (analyze, summarize, insights, connection to

leadership theory, connection to ELCC standards),

Thoroughness of topic and presentation,

Application of course concepts,

Effectiveness of expression, and,

Mechanics of writing.

No project will be accepted more than one week after its due date. Late assignments will result in a

grade reduction. One grade reduction for each day the assignment is received after the due date.

A final letter grade will be issued by the university supervisor. The practicum in Educational

Administration is the culmination of all coursework and is the capstone experience of the

administrative program. By virtue of the work accomplished and its inherent responsibility, it is the

expectation that candidates will exhibit maturity and professionalism in their work, whether it be at the

practicum site, or in the completion of all assignments. It is the expectation that written assignments

will be submitted on specific due dates. Failure to do so will result in a lower grade. Grading rubrics

for the superintendent report on the district improvement plan and for the weekly journal and

summative reflections will be distributed. Failure to complete the written standards projects

assignment as described in this syllabus will result in a lower grade. In the event any of the

aforementioned assignments/projects are incomplete or do not meet criteria for writing expectations,

the course grade will be reduced by ½ (one-half) of a letter grade, i.e., from A to A-, to B+, to B, to B-,

and so on.

Failure to complete a minimum of 16 activities or complete less than 120 clock hours will result in an

Incomplete. An incomplete (I) may be issued by extenuating circumstances. In this case, a candidate

must complete all work in ELPS 562 NO LATER THAN the term or semester following his/her

registration in the course. Failure to complete the requirements in the semester following his/her

registration in course will result in the candidate needing to re-register in the course.

Levels of Experience:

Candidates are encouraged to participate in a range of experiences, to include the following:

Observation: Candidates are present during the administrative or supervisory activities but not

involved in a significant way. (Ex. administrative council meetings, committee meetings,

discipline hearings, parent conferences, school board meetings if the goal is to observe the

interactions between administrators and the board or members of the community, faculty meetings

in schools other than that of the candidate, special education multidisciplinary conferences).

Interviews: Candidates interact with administrators or external agencies regarding areas of

administrative activity or theory.

Minor participation: Candidates are involved on a limited basis in administrative activities,

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ordinarily with the goal of gaining familiarity with those areas of responsibility.

Major participation: Candidates plan, develop, implement, and evaluate administrative or

supervisory activities or programs.

Note: Even though candidates are assigned to one host administrator, they are strongly encouraged to seek

activities that provide them with a range of administrator models, both in terms of administrative

responsibilities as well as leadership styles.

Course Sequence:

This course is taught over a fourteen-week period during the fall and spring semesters. Candidates

meet on campus as a whole group with the university professor four times during the semester on

TBA. There is one textbook required for this class, which will available at the Water Tower Campus

bookstore or you can order it on-line.

Required content for every SOE syllabus

IDEA Objectives for the Faculty Information Form

1. Learning to apply course material (to improve thinking, problem solving, and decisions)

2. Developing specific skills, competencies, and points of view needed by professionals in the field most closely related to this course

3. Acquiring skills in working with others as a member of a team 4. Learning how to find and use resources for answering questions or solving

problems 5. Learning to analyze and critically evaluate ideas, arguments, and points of

view

IDEA Course Evaluation Link for Students Please include a link to the IDEA Campus Labs website: http://luc.edu/idea/ and direct your students to the Student IDEA Log In. This will assist in bringing students’ attention to completing the course evaluation at the end of the course. Conceptual Framework and Conceptual Framework Standards Each syllabus is required to have a statement explaining how the SOE’s Conceptual Framework (CF)—Social Action through Education—is exemplified within the context of the particular course. Please be sure to include a link to the conceptual framework, as well as a statement that thoughtfully elaborates on how it is exemplified within the context of the course. If the course houses a Core Assessment for one or more of the CF standards for your program area it is critical that you include the CF standard(s) and describe how it weaves through the course and is assessed. Our conceptual framework is described here: www.luc.edu/education/mission/

http://luc.edu/idea/

http://www.luc.edu/education/mission/

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LiveText Each syllabus should include LiveText in the required texts and materials section. All students, except those who are non-degree, must have access to LiveText to complete the benchmark assessments aligned to the Conceptual Framework Standards and all other accreditation, school-wide and/or program-wide related assessments. You can also include the following hyperlink to offer students additional information about LiveText. Dispositions Each syllabus is required to have a statement describing what SOE dispositions will be assessed in the course. These dispositions, Professionalism, Fairness, and the Belief that All Students Can Learn, are indicators of growth for across our programs. Full transparency is critical to ensure that candidates are able to meet the expectations in this area. Please be sure to state the disposition or dispositions that are assessed in the course along with the rubric that will be used or direct students to where they can locate the rubric (e.g. LiveText). Disposition data will be available every semester to program faculty so they can work with students to develop throughout their program and address any issues as they arise. Diversity Each syllabus is required to have a statement relating to diversity and how it is integrated into the course. Diversity is integral to the study of education and to the social justice mission of the School of Education. If you have questions on how diversity is addressed in the specific course you are teaching, please contact your program chair. Syllabus Addendum Link www.luc.edu/education/syllabus-addendum/ This link directs students to the following required statements and can be used in place of adding each individual statement to your syllabus. Please insert this link where you would normally reference this content in your syllabus.

Academic Honesty Academic honesty is an expression of interpersonal justice, responsibility and care, applicable to Loyola University faculty, students, and staff, which demands that the pursuit of knowledge in the university community be carried out with sincerity and integrity. The School of Education’s Policy on Academic Integrity can be found at: www.luc.edu/education/resources/academic-policies/academic-integrity/ For additional academic policies and procedures refer to: www.luc.edu/education/resources/academic-policies/ Accessibility Students who have disabilities which they believe entitle them to accommodations under the Americans with Disabilities Act should register with the Services for Students with Disabilities (SSWD) office. To request accommodations, students must schedule an appointment with an SSWD coordinator. Students should contact

http://www.luc.edu/education/admission/tuition/course-management-fee/

http://www.luc.edu/education/syllabus-addendum/

http://www.luc.edu/education/resources/academic-policies/academic-integrity/

http://www.luc.edu/education/resources/academic-policies/

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SSWD at least four weeks before their first semester or term at Loyola. Returning students should schedule an appointment within the first two weeks of the semester or term. The University policy on accommodations and participation in courses is available at: www.luc.edu/sswd/ Conceptual Framework SOE’s Conceptual Framework –Social Action through Education – is exemplified within the context of each particular course. Conceptual Framework standards are referenced in the specific course syllabus if applicable. Our conceptual framework is described here: www.luc.edu/education/mission/ EthicsLine Reporting Hotline Loyola University Chicago has implemented EthicsLine Reporting Hotline, through a third party internet & telephone hotline provider, to provide you with an automated and anonymous way to report activities that may involve misconduct or violations of Loyola University policy. You may file an anonymous report here on-line or by dialing 855-603-6988. (within the United States, Guam, and Puerto Rico) The University is committed to the highest ethical and professional standards of conduct as an integral part of its mission of expanding knowledge in the service of humanity through learning, justice and faith. To achieve this goal, the University relies on each community member's ethical behavior, honesty, integrity and good judgment. Each community member should demonstrate respect for the rights of others. www.luc.edu/ethicsline Electronic Communication Policies and Guidelines The School of Education faculty, students and staff respect each other’s rights, privacy and access to electronic resources, services, and communications while in the pursuit of academic and professional growth, networking and research. All members of the university community are expected to demonstrate the highest standards of integrity, communication, and responsibility while accessing and utilizing technology, information resources, and computing facilities. A link to the Loyola University Chicago and School of Education official policies and guidelines can be found at: www.luc.edu/media/lucedu/education/pdfs/SOE_Cyberbullying_Policy.pdf www.luc.edu/media/lucedu/education/pdfs/SOE_Netiquette_Guidelines.pdf www.luc.edu/its/itspoliciesguidelines/index.shtml

http://www.luc.edu/sswd/

http://www.luc.edu/education/mission/

http://www.luc.edu/ethicsline

http://www.luc.edu/ethicsline

http://www.luc.edu/media/lucedu/education/pdfs/SOE_Cyberbullying_Policy.pdf

http://www.luc.edu/media/lucedu/education/pdfs/SOE_Netiquette_Guidelines.pdf

http://www.luc.edu/its/itspoliciesguidelines/index.shtml

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Loyola University Chicago

School of Education

District-Superintendent Level

PRACTICUM APPLICATION/AGREEMENT

Date Semester/Year for Practicum

Candidate Name: LUC ID: Position and Name of School: Address: City, State, Zip Code: Phone Numbers:

Work: Home: Work E-mail address: Home E-mail address:

Academic Advisor: Program Completion Date: Hours completed at the END of the current semester: Name of the Host Administrator: Host Administrator’s District-Level State Certificate Number: District/School Address: Host Administrator’s E-mail work address:

Candidate Signature: Date: Host Administrator Signature: Date: University Supervisor: Date: University Program Area Chair: Date:

14

Personal Checklist for Practicum Students

Candidate Name:

Requirement Date Due Completed

Attendance: Orientation

Practicum Application/Agreement First Class Meeting Dec. 10, 2015 Demographic Form Second Class Meeting Jan. 25,

2016

Required Projects: District Improvement Plan and Presentation Fourth Class Meeting May 9, 2016 Weekly Responsibilities: Log of Hours E-mailed Every Tuesday Journal Entry E-mailed Every Tuesday On-campus 3X-Signed Logs 2nd, 3rd, and 4th Class Meeting Time: 120 hours minimum As completed Activities List: 16 activities- 2 major per area (8 total majors) and at

least 2 minor per area (total of 8 or more minor activities) As completed

Written reflection with each activity Host Administrator’s Evaluation No later than last Class Meeting Culminating Activity: Reflective Analysis- 6-8 page minimum Last Class Meeting

15

ELPS 562 Practicum Demographic Information

To ensure that our candidates receive a variety of experiences, we are required by our accreditation

agencies to obtain demographic information about the schools/districts where our candidates do their

clinical experience (Practicum). Please complete the information requested below as it pertains to

your school and to your district and return it to your Practicum supervisor.

Name of Practicum Candidate:

Name of School District: _________________________________________________________

Demographic Criteria Percentage of Each Group/Subgroup in

District Total District Enrollment White Black Hispanic Asian/Pacific Islander Native American Multiracial Low-Income Students Limited English Proficiency Students

(LEP)

Students with IEPs (include all IEP

students)

This information may be obtained from the Fall Housing Report submitted annually to ISBE. If it is not

available for the current school year, use information from the previous year’s report or the Illinois School

Report Card. If the total minority enrollment (i.e., Black, Hispanic, Asian, Native American, or Multiracial) is

less than 20%, the Practicum candidate should strongly consider shadowing an administrator at a culturally-

diverse site for one full day during the semester. You need only provide district information.

16

WEEKLY LOG

Name: __________________________________________________________

Week Beginning: _________________________Ending: ____________________

Date Time

Started Time

Ended Description of Related

Activity Activity Number

Weekly Time Used (hrs/min)

Hours Carried Forward

Total Hours Accumulated to Date

Host Administrator’s Signature ____________________________________ Date:

__________

E-mail each week to your university supervisor:

Bring printed and signed copies to each on-campus session.

17

Practicum Activities List

Superintendency

Candidates will complete and document at least sixteen (16) of the activities that are listed below under the four

Administrative Areas. Candidates must select at least two major (in BOLD) and at least two minor activities

under each area, and will document completion dates on this list. Activities are also to be noted on the

candidate’s logs and on written reports with supporting data, which must be submitted to the university

supervisor. A copy of this completed form should be submitted to the university supervisor at the conclusion of

the Practicum.

Practicum Candidate Name: ___________________________________________

Semester: _____________________________

Site of Practicum: ____________________________

Administrative Area: INSTRUCTIONAL LEADERSHIP

ACTIVITY

NUMBER ACTIVITY DESCRIPTION

1 Review district’s program for new teacher mentoring, make suggestions for one if none exists. 2 Review the district’s program for orientation for substitute teachers or make suggestions for one if none

exists. 3 Develop a tool for evaluating instructional leadership strategies used by principals in faculty

meetings. 4 Critically discuss the tests used for psychological testing with the school psychologist. 5 Observe two different meetings regarding special education placements: Multi-disciplinary conferences,

IEP meetings, or other special meetings between school personnel (and parents, if appropriate). 6 Interview the parent of a child with a disability. 7 Interview the coordinator of pupil services (or special education coordinator). 8 Arrange/observe an orientation for new teachers/staff. 9 Develop programs to reduce absenteeism, tardiness, and/or behavioral problems. 10 Review and compare the district report cards for one school over the past three years, commenting about

possible goals for the future based on standardized testing results. 11 Help formulate staff/personnel policies. 12 Assist in the assignment of staff/personnel 13 Other: (discuss with host administrator and university supervisor to get prior approval). Explain the

activity.

18

Administrative Area: DEVELOPMENT/SUPERVISION OF CURRICULUM

ACTIVITY


14 Interview the district’s special education coordinator about current issues in that area. 15 Discuss the district’s in-service program with the person responsible for it and make at least one suggestion

for improvement. 16 Plan and conduct in-service programs for professional staff. 17 Stimulate and provide opportunities for professional growth. 18 Prepare a news release for a district level program of interest. 19 Interview the gifted coordinator about current issues of concern in that area. 20 With a principal at each level, discuss the district’s textbook cycles of major subject areas. 21 Discuss/Evaluate curriculum in a particular academic area in terms of outcomes set by the school or

district. 22 Discuss with other principals and/or district personnel plans to coordinate educational programs across

schools. 23 Attend a meeting of the local area curriculum council to develop an understanding of township

curriculum articulation and identify the most pressing issues. 24 Develop a format for curriculum review process. 25 Other: (discuss with host administrator and university supervisor to get prior approval). Explain the

activity.

Administrative Area: ORGANIZATION/COORDINATION OF ACADEMIC PROGRAMS

ACTIVITY


26 Attend a meeting of the area special education cooperative’s governing board to review the policy

issues addressed. 27 Review the Board of Education’s policy manual and make two recommendations for change. 28 Plan an in-service to educate faculty on board policies affecting student outcomes. 29 Observe the school nurse’s procedure for immunization record keeping, dealing with student medical

concerns, and other aspects of the nurse’s job description. 30 Attend a meeting of the regional superintendent’s governing board to review the policy issues

addressed. 31 Interview the director of transportation regarding the kinds of problems encountered in dealing with

bus discipline, parent complaints, and scheduling of bus routes. 32 Review the district’s policy on sexual harassment and propose an in-service. 33 Review the district’s weapons policy and make suggestions for clarification and/or in-servicing

staff members. 34 Review the district’s building use policy with the business manager. 35 Review the testing programs required by the state or otherwise requested of the school. 36 Discuss with superintendent how he/she keeps informed about new state and/or federal mandates and

how he/she keeps communicates this to teachers, students, and parents. 37 Other: (discuss with host administrator and university supervisor to get prior approval). Explain the

activity.

19

Administrative Area: LEADERSHIP/DISTRICT MANAGEMENT

ACTIVITY


38 Develop/administer policies for parent/community participation in schooling. 39 Observe two administrative council/cabinet meetings in different districts, making note of agenda

formats, interactive activity, and leadership styles of the superintendents. 40 Attend an executive board meeting of the local parent/teacher organization. (PTA/PTO) 41 Attend a Local School Council meeting. 42 Represent the school at a community organization meeting. 43 Develop a plan to publicize student and staff accomplishments. 44 Observe and analyze two meetings of the district’s welfare committee (any committee between staff

and administration that deals with questions about contract interpretation). 45 Interview the local union president about strategies used to develop and maintain an effective working

relationship with district level administration. 46 Review and analyze the district’s enrollment projections for the next five years. 47 Observe two school board meetings in different districts and make note of leadership styles of the

superintendents, interaction among board members, agenda formats, and types of issues

addressed. 48 Observe the preparation of the agenda for two local board meetings and the materials sent to board

members. 49 Prepare a memo to the school board on an issue of current concern. 50 Interview the business manager about problems inherent in the budget developing process. 51 Discuss the district’s investment program with the business manager and a member of the school

board. 52 Study and compare the district’s two most recent audit reports. 53 Examine and compare the budgets of buildings at all three levels (elementary, middle, and high

school), commenting about the differences among them. 54 Interview the school reporter for a local newspaper regarding criteria and the paper uses to determine

which school (or community) issues are covered in depth and how those criteria are applied. 55 Interview the director of maintenance about the summer maintenance schedule for the past two years. 56 Other: (discuss with host administrator and university supervisor to get prior approval). Explain this

activity. 57 Meet with the Superintendent or Human Resources Director to discuss current bargaining issues

and style (i.e. classic confrontation, interest-based, win-win, etc) to understand the current

environment for contract negotiations.

20

HOST ADMINISTRATOR’S RESPONSIBILITIES

Practicum in School Administration ELPS 562

Loyola University Chicago

1. Agree to supervise the candidate and meet with him/her to discuss Practicum expectations.

2. Sign the Practicum Agreement with the University.

3. Meet with the candidate and the university professor to discuss experiences and activities in the

Practicum.

4. Introduce the candidate to the site staff and explain his/her role in the organization.

5. Assign administrative duties and tasks; guide the candidates; and assess progress of the candidate.

6. Schedule weekly conferences with the candidate to discuss his/her activities, to coordinate

schedules or give directions, to talk over problems or share thoughts about situations in the work

setting that can be helpful to the candidate, etc.

7. Sign the candidate’s Weekly Log and Activities List to verify completion of designated activities.

8. Evaluate the candidate upon his/her completion of all course requirements.

9. The host administrator faces both challenges and opportunities in sponsoring the Practicum

candidate. He/she has the opportunity to make a significant contribution to the field of education

as a mentor for an aspiring administrator. Yet, the challenge for the host administrator is to put the

candidate to work in ways that make the candidate a valuable contributor to the school’s operation

and, at the same time, provide for the candidate’s mastery of the many important competencies of

a school administrator.

In order to facilitate these opportunities and challenges, the Practicum candidate’s experience should

include:

A wide range of activities that help the candidate become acquainted with all the facets of

the host administrator’s work.

Opportunities to observe the host administrator in a variety of situations.

Duties of increasing responsibility.

Thank you for your willingness to assist in this important part of preparing future school

administrators.

Evaluation of the Practicum Candidate by the Host Administrator in the Field for

21

Superintendent Endorsement – One semester 120 hour practicum

Practicum in Educational Administration- Loyola University Chicago

To: The University Supervisor

From: The Host Administrator

Name of Candidate: Practicum Site: __________________________

As the district site supervisor, please evaluate the extent to which the Practicum candidate has exhibited the

competencies listed below by checking one of the corresponding boxes. The candidate must complete a

minimum of 8 of these major activities and 8 minor activities for a total of 120 practicum hours.

3=Excellent – The candidate takes the lead role in planning, developing, and/or implementing the activity.

2=Satisfactory – The candidate supports the building administrator in planning, developing and/or implementing

the activity.

1=Unsatisfactory – The candidate observed the building administrator in the activity but does not add ideas to

the planning, developing and/or implementation of the activity.

0 = Not able to evaluate

ELCC 2011 Standards Aligned with Practicum Activities 3 2 1 0

ELCC 1.1: Candidates understand and can collaboratively develop, articulate,

implement, and steward a shared district vision of learning for a school district.

ISLLC Standard 1 Function A

ELCC 1.2.: Candidates understand and can collect and use data to identify district

goals, assess organizational effectiveness, and implement district plans to achieve

district goals. Loyola CF 1

ISLLC Standard 1 Function B

ELCC 1.3: Candidates understand and can promote continual and sustainable

district improvement.

ISLLC Standard 1 Function C

ELCC 1.4: Candidates understand and can evaluate district progress and revise

district plans supported by district stakeholders.

ISLLC Standard 1 Functions D, E

ELCC 2.1: Candidates understand and can advocate, nurture, and sustain a

district culture and instructional program conducive to student learning through

collaboration, trust, and a personalized learning environment with high

expectations for students.

ISLLC Standard 2 Functions A, B

ELCC 2.2: Candidates understand and can create and evaluate a comprehensive,

rigorous, and coherent curricular and instructional district program.

ISLLC Standard 2 Functions C, E

.

ELCC 2.3: Candidates understand and can develop and supervise the instructional

and leadership capacity across the district.

ISLLC Standard 2 Functions D, F, G, H

ELCC 3.1: Candidates understand and can monitor and evaluate district

22

management and operational systems.


ELCC 3.2: Candidates understand and can efficiently use human, fiscal, and

technological resources within the district.


ELCC 3.3: Candidates understand and can promote district-level policies and

procedures that protect the welfare and safety of students and staff across the

district.

ISLLC Standard 3 Function C

ELCC 4.1: Candidates understand and can collaborate with faculty and

community members by collecting and analyzing information pertinent to the

improvement of the district’s educational environment.


ELCC 4.2: Candidates understand and can mobilize community resources by

promoting understanding, appreciation, and use of the community’s diverse

cultural, social, and intellectual resources throughout the district.


ELCC 4.4: Candidates understand and can respond to community interests and

needs by building and sustaining productive district relationships with community

partners. Loyola CF 4

ISLLC Standard 4 Function D

ELCC 5.1: Candidates understand and can act with integrity and fairness to

ensure a district system of accountability for every student’s academic and social

success.


Candidate demonstrates this disposition within all practicum activities.

ELCC 5.2: Candidates understand and can model principles of self-awareness,

reflective practice, transparency, and ethical behavior as related to their roles

within the district.



ELCC 5.4: Candidates understand and can evaluate the potential moral and legal

consequences of decision making in the district.

ISLLC Standard 5 Function D


ELCC 6.1: Candidates understand and can advocate for district students, families,

and caregivers.


ELCC 6.2: Candidates understand and can act to influence local, district, state,

and national decisions affecting student learning in a district environment.


Please note candidate’s areas of strength:

23

Please note candidate’s areas for growth:

Host Administrator’s Signature: ______________________________ Date: _____________

Please return to: TBA

ELCC SPA Assessment # 2

24

ELPS 562 – Practicum – Superintendent/District Level

Report to Board of Education - Analysis of District Improvement Plan

Scenario

Assume you are the Superintendent of a school district wherein student achievement scores from state

testing have been received. You, along with other administrative team members, have compiled and

analyzed the student scores, demographic data, and other pertinent information in order to determine

what interventions, professional development, and resources must be included in the development of

the district improvement plan. The plan is complete and you are now ready to present it to the Board

of Education for their approval.

Assignment

To help them fully understand and appreciate the purpose and multiple components of the plan, you

must first prepare a report that details this information. Your report must:

Explain the purpose of a district improvement plan and its relationship to the district

vision to improve student outcomes in a manner that provides equity and access of the

full curriculum to all students (ELCC 5.3).

Analyze the districts’ student achievement data in the plan and indicate which multiple

data sources you will be focusing upon to articulate proposed recommendations for

improved student outcomes that meet current federal and state legislation. (ELCC 6.1)

Include the rationale for using data-based research strategies and strategic planning

processes that focus on student learning to develop a vision, drawing on relevant

information sources such as student assessment results, student and family demographic

data, and an analysis of community needs. (ELCC 1.2.) Loyola CF 1

Encompass the theory and research that relates to organizational and educational

leadership and engage in the collection, organization, and analysis of a variety of

information, including student performance data, required to assess progress toward a

district’s vision, mission, and goals. (ELCC 1.4)

Demonstrate the ability to bring together and communicate effectively with stakeholders

within the district and the larger community concerning implementation and realization

of the vision. (ELCC 4.1)

Demonstrate the ability to use community data to respond to community interests and

needs that support improved student outcomes (ELCC 4.2)

Explain research based processes that can effectively implement a district vision using,

both district and community resources, throughout the entire school district and

community. (ELCC 4.3)

Propose a sustained approach to apply best practices to student learning that capitalizes

on multiple aspects of diversity to meet the learning needs of all students. (ELCC 2.3)

Describe the use of qualitative and quantitative data, appropriate research methods,

technology, and information systems to develop a long-range plan for a district that can

assess the district’s improvement and accountability systems. (ELCC 3.2)

Develop personal professional growth plans that reflect commitment to life-long learning

and best practices. (ELCC 2.4.)

Rubric for ELCC SPA Assessment #2

ELPS 562 Superintendent/District Level Practicum

Report to Board of Education-Analysis of District Improvement Plan

25

Score Standards/Elements Target (3) Acceptable (2) Unacceptable (1)

ELCC 1.2

Candidates understand and

can collect and use data to

identify district goals,

assess organizational

effectiveness, and

implement district plans to

achieve district goals.

ISLLC 1 Function B

ISBE 3Q

Loyola CF 1

Rationale for the use of data-

based research strategies and

strategic planning processes

that focus on student

learning to develop a vision

is clearly articulated.

Drawing on relevant

information sources such as

student assessment results,

student and family

demographic data, and an

analysis of community needs

is included.

Rationale for the use

of data-based research

strategies and

strategic planning

processes that focus

on student learning to

develop a vision is

articulated. However,

the use of all relevant

information sources

such as student

assessment results,

student and family

demographic data, or

an analysis of

community needs is

absent.

Rationale for the use

of strategic planning

processes to develop a

vision is stated.

However, data

analysis is missing.

ELCC 1.4.


can evaluate district

progress and revise district

plans supported by district

stakeholders.

ISLLC 1 Function D, E

ISBE 1R, 4R

Report encompasses the

theory and research related

to organizational and

educational leadership, and

includes the collection,

organization, and analysis of

a variety of information,

including student

performance data, that is

required to assess progress in

stewarding a district’s vision,

mission, and goals.

Report states the need

for the collection,

organization, and

analysis of a variety

of information,

including student

performance data,

useful to assess

progress toward a

district’s vision,

mission, and goals.

However, the theory

related to

organizational and

educational leadership

is lacking.

Report refers to

research related to

organizational or

educational

leadership.

Information on data is

not included.

ELCC 2.3.


can develop and supervise

the instructional and

leadership capacity across

the district.

ISLLC 2 Functions D, F,

G

ISBE 2T

Comprehensive plan for

applying best practices to

improve student learning that

capitalizes on multiple

aspects of diversity to meet

the learning needs of all

students is fully explained.

Plan for applying best

practices to improve

student learning is

developed. But issues

concerning

capitalizing on

diversity to meet the

needs of all students is

absent.

A plan for improving

student learning is

proposed. However,

this plan does not

focus on applying best

practices to student

learning, nor does it

mention issues of

student diversity.

ELCC 2.4.


can promote the most

effective and appropriate

district technologies to

support teaching and

learning with the district.

ISLLC 2 Function H, I

ISBE 2H, 2W

Comprehensive personal

professional growth plans

that reflect commitment to

life-long learning and best

practices are fully developed

and align with data presented

and the goals of the district

improvement plan.

Personal professional

growth plans are

developed and align

with the district

improvement plan.

However, alignment

to data presented is

absent.

Personal professional

growth plans are

suggested but are not

aligned with the

district improvement

plan nor data

presented.

ELCC 3.2


can efficiently use human,

fiscal, and technological

resources within the

Use of qualitative and

quantitative data, appropriate

research methods,

technology, and information

systems to develop a long-

Qualitative and

quantitative data,

appropriate research

are presented.

However, the long-

Details of qualitative

and quantitative data,

appropriate research

methods, technology,

or information

26

district.

ISLLC 3 Function B

ISBE 3I

range plan for a district that

assesses the district’s

improvement and

accountability systems is

clearly and fully articulated.

range plans necessary

for assessing the

district’s

improvement and

accountability

systems are absent.

systems to develop a

long-range plan for a

district that assesses

the district’s

improvement and

accountability

systems are absent

from report.

ELCC 4.1


can collaborate with faculty

and community members by

collecting and analyzing

information pertinent to the

improvement of the

district’s educational

environment.

ISLLC 4 Function A

ISBE 1N, 4K

Comprehensive plan to bring

together and communicate

effectively with families and

other community members

within the district and the

larger community

concerning implementation

and realization of the vision

is fully explained.

Plan to bring together

and communicate

effectively with

families is present.

However, a plan for

bringing other

community members

within the district and

larger community

concerning

implementation and

realization of the

vision is not present.

Plan to bring together

and communicate

with families and

community members

within the district and

the larger community

concerning

implementation and

realization of the

vision is not

presented.

ELCC 4.2


can mobilize community

resources by promoting

understanding,

appreciation, and use of the

community’s diverse

cultural, social, and

intellectual resources

throughout the district.

ISLLC 4 Function B

ISBE 4R, 4S

Loyola CF 4

Data from families and

community members is

presented within the report

and fully explicated to

respond to community

interests and needs.

Data from families is

presented within the

report to respond to

family needs.

However, data from

the community is not

presented so these

needs are not

addressed.

Data from families

and community

members are not

presented.

Additionally family

and community needs

are not discussed

within the report.

ELCC 4.4.


can respond to community

interests and needs by

building and sustaining

productive district

relationships with

community partners.

ISLLC 4 Function D

ISBE 4R

Research based processes to

effectively implement a

district vision throughout an

entire school district and

community through the

mobilization of community

resources are designed and

explained.

Research based

processes to

effectively implement

a district vision

throughout an entire

school district are

designed and

explained. However,

only district resources

are used and not

community resources.

A process to

implement a district

vision is explained.

But the issue of

mobilizing resources,

community or

otherwise, is not

explained.

ELCC 5.1


can act with integrity and

fairness to ensure a district

system of accountability for

every student’s academic

and social success.

ISLLC 5 Function A

The purpose of the district

improvement plan and its

relationship to the district

vision to improve student

outcomes is detailed with

specific attention given to

providing equity and access

of the full curriculum to all

students.

The purpose of the


plan and its

relationship to the

district vision to

improve student

outcomes is detailed.

However, specific

attention is not given

to providing equity

and access of the full

The purpose of the


plan and its

relationship to the

district vision is

explained. However,

the issues of improved

student outcomes is

not of primary focus.

27

ISBE 5A curriculum to all

students.

ELCC 6.2


can act to influence local,

district, state, and national

decisions affecting student

learning in a district

environment.

ISLLC 6 Function A

ISBE 3I, 3H

Student achievement data

and other data sources are

analyzed. The analysis

aligns with the articulated

proposed recommendations

for improved student

outcomes that meet current

federal and state legislation.

Student achievement

data and other data

sources are analyzed.

The analysis aligns

with the articulated

proposed

recommendations for

improved student

outcomes. However,

these

recommendations do

not meet current

federal and/or state

legislation.

Student achievement

data are analyzed.

The analysis does not

align with the

articulated proposed

recommendations for

improved student

outcomes.

ELPS 562 – Practicum – Superintendent/District Level

Assessment of Clinical Practice - Formative and Summative Reflections

28

Assignment

Weekly Formative Reflections:

For your practicum it is expected that you will average 12 hours per week for a total of 120 hours per

practicum semester. You are responsible for twelve (12) written formative journal entries submitted

weekly via e-mail to your university supervisor. Each entry will include the following components:

1) a brief summary of the administrative activities in which you were engaged;

2) a reflective component of your reactions, insights, questions raised, thoughts, and/or connections

of theory to practice. Your reflections may be positive or negative in nature;

3) reflect on the role that collaborative relationships played in your work;

4) reflect on the how your work affected or influenced student achievement and/or district culture

(Loyola CF 3)

5) And, describe how your practicum work helped you work toward one or more of the required

activities with the corresponding ELCC standards.

Within your 120 hours, you are required to be involved in a minimum of 16 activities with at least two

being MAJOR activities and two or more being MINOR activities from each of the four areas of the

“Practicum Activities List.”

The following details the major activities as they are aligned with the ELCC District Level standard.

ELCC 1.1. Develop a District Vision of Learning

Activity 11: Help formulate staff/personnel policies

ELCC 1.2.Articulate a District Vision of Learning

Activity 16: Plan and conduct in-service programs for professional staff.

ELCC 1.4.Steward a District Vision of Learning

Activity 3: Develop a tool for evaluating instructional leadership strategies used by principals in

faculty meetings.

ELCC 2.1. Promote a Positive District Culture

Activity 32: Review the District’s Policy on Sexual Harassment and propose an in-service.

ELCC 2.2.Provide Effective Instructional Programs within District

Activity 8: Arrange/observe an orientation for new teachers/staff.

Or

Activity 21: Discuss/evaluate curriculum in a particular academic area in terms of outcomes set by the

school or district.

ELCC 2.3.Apply Best Practice to Student Learning

Activity 9: Develop programs to reduce absenteeism, tardiness and/or behavioral problems.

ELCC 3.1.Manage the District Organization

Activity 33: Review the District’s weapons policy and make suggestions for clarification and/or in-

servicing staff members.

Or

Activity 52: Study and compare the District’s two most recent audit reports.

ELCC 3.2. Manage District Operations

Activity 46: Review and analyze the District’s enrollment projections for the next five years.

29

Or

Activity 57: Meet with Superintendent or H.R. Director to Discuss Current Bargaining Issues and

Style (i.e. classic confrontation, interest/based bargaining, etc.) to understand the current environment

for current contract negotiations.

ELCC 3.3. Manage District Resources

Activity 12: Assist in the assignment of staff/personnel.

Or

Activity 53: Examine and compare the budgets of buildings at all three levels (elementary, middle,

and high school), commenting about the differences among them.

ELCC 4.1 Collaborate with Families and Other Community Members

Activity 43: Develop a plan to publicize student and staff accomplishments.

ELCC 4.2. Respond to Community Interests and Needs

Activity 38: Develop/administer policies for parent/community participation in schooling.

ELCC 4.3. Mobilize Community Resources

Activity 23: Attend a meeting of the local area curriculum council to develop an understanding of

township curriculum articulation and identify the most pressing issues.

ELCC 6.2. Respond to the Larger Educational Context

Activity 24: Develop a format for curriculum review process

Or

Activity 47: Observe two school board meetings in different districts and make note of leadership

styles of the superintendents, interactions among board members, agenda formats, and types of issues

addressed.

ELCC 6.3. Influence Educational Context – Loyola CF3

Activity 27: Review the Board of Education’s policy manual and make two suggestions for change.

Final Reflective Analysis

At the final on-campus session the candidate will provide the university supervisor with a six to eight

30

page paper in which the candidate describes, analyzes, and synthesizes the Practicum experience

through the lens of the conceptual framework of Loyola’s School of Education—Professionalism in

the Service of Social Justice. This is a reflective analysis, written in the first person, in which the

candidate reflects on his/her learning, personal and professional outcomes and benefits, and

understandings of the application of leadership theories. The candidate should also reflect upon

his/her learning related to the ELCC/ISLLC superintendent standards, and specifically to the standards

and elements described in the attached rubric. In particular, please focus on the following:

ELCC 5.1. Acts with Integrity


that you faced when acting with integrity.

ELCC 5.2. Acts Fairly


that you faced when acting fairly.

ELCC 5.3. Acts Ethically


that you faced when acting ethically.

The paper should be word processed, spell checked, and grammatically correct.

Final Reflective Analysis Rubric

Sco

re Standard/Element Target (3) Acceptable (2) Unacceptable (1)

ELCC 1.1

Candidates understand and can

collaboratively develop, articulate,

implement, and steward a shared

district vision of learning for a

school district.

ISLLC 1 Function A

ISBE 1O

Reflections describe the

plans for formulation of

district-level policies

that develop a district

vision for improved

student outcomes

manifested by the

faculty and the

community.

Reflections describe

the plans for

formulation of


that develop a district

vision for improved

student outcomes

manifested by the

faculty only.


the plans for

formulation of


but these policies do

not improve student

outcomes.

ELCC 1.2


collect and use data to identify

district goals, assess organizational

effectiveness, and implement district

plans to achieve district goals

ISLLC 1 Function B

ISBE 1S

Loyola CF 1


plans for the planning

and implementation of

in-service programs for

faculty that promote

increased student

outcomes.



but not the

implementation of in-

service programs for

faculty that promote

increased student

outcomes.



in-service for faculty

but do not detail how

these plans would

influence student

outcomes.

ELCC 1.4.


evaluate district progress and

revise district plans supported by


plans for programs to

motivate staff, students,

and families to achieve


plans for programs to

motivate staff,

students, or families

Reflections do not

describe plans for

programs to motivate

staff, students, or

31

district stakeholders.

ISLLC 1 Function D, E

ISBE 1L

a school district’s

vision. to achieve a school

district’s vision. families to achieve a

school district’s

vision.

ELCC 2.1


advocate, nurture, and sustain a

district culture and instructional

program conducive to student

learning through collaboration,

trust, and a personalized learning

environment with high expectations

for students.

ISLLC 2 Functions A, B

ISBE 1M

Reflections describe a

sustained approach to

improve and maintain a

positive district culture

for learning that

capitalizes on multiple

aspects of diversity to

meet the learning needs

of all students.


proposal to improve

and maintain a

positive district

culture for learning

that capitalizes on

multiple aspects of

diversity to meet the

learning needs of all

students.


proposal to improve a

positive district

culture for learning.

ELCC 2.2.


create and evaluate a

comprehensive, rigorous, and

coherent curricular and

instructional district program.

ISLLC 2 Functions C, E

ISBE 2M

Reflections describe an

understanding of a

variety of instructional

research methodologies

and can analyze the

comparable strengths

and weaknesses of each

method.

Reflections refer to

instructional research

methodologies and

their strengths and

weaknesses.

Reflections do not

demonstrate an

understanding of a

variety of

instructional research

methodologies

ELCC 2.3.


develop and supervise the

instructional and leadership

capacity across the district.

ISLLC 2 Function D, F, G, H

ISBE 2T


how to use appropriate

research strategies to

profile student

performance in a

district and analyze

differences among

subgroups.


student performance

in a district with

limited analysis of

differences among

subgroups.


student performance

in a district.

ELCC 3.1


monitor and evaluate district

management and operational

systems.

ISLLC 3 Function A

ISBE 3O, 3S

Reflections provide

evidence of using

appropriate data to

manage district fiscal

and/or personnel

resources in a manner

that focuses on

improved student

outcomes while

maintaining cost

containment.

Reflections provide

evidence of using

appropriate data to


and/or personnel

resources in a manner

that focuses on

improved student

outcomes but does not

mention maintaining

cost containment.

Reflections provide

evidence of using

appropriate data to


and/or personnel

resources. But this

management does not

focus on improved

student outcomes nor

does it mention

maintaining cost

containment.

ELCC 3.2.


efficiently use human, fiscal, and

technological resources within the

district.

ISLLC 3 Function B

ISBE 3I


use of appropriate and

effective needs

assessment, research-

based data, and group

process skills to build

consensus,

communicate, and

resolve conflicts in

order to align resources

with the district vision.


the use of needs

assessment, data, and

group process skills to

build consensus and

communicate, in order

to align resources

with the district

vision.

Alignment of

resources with district

vision is absent.

ELCC 4.1.


collaborate with faculty and


development and

implementation of

Reflections suggest

the implementation of

strategies that support

No strategies are

described that would

influence district staff

32

community members by collecting

and analyzing information pertinent

to the improvement of the district’s

educational environment.

ISLLC 4 Function A

ISBE 4K

strategies that support

the involvement of

families in the

education of their

children that reinforces

for district staff a belief

that families have the

best interests of their

children in mind.

the involvement of

families in the

education of their

children that

reinforces for district

staff a belief that

families have the best

interests of their

children in mind.

belief that families

have the best interests

of their children in

mind.

ELCC 4.2.


mobilize community resources by

promoting understanding,

appreciation, and use of the

community’s diverse cultural,

social, and intellectual resources

throughout the district.

ISLLC 4 Function B

ISBE 4S

Loyola CF 4


ability to interact

effectively with

individuals and groups

that reflect conflicting

perspectives.


difficulty in

interacting effectively

with individuals and

groups that reflect

conflicting

perspectives.


the avoidance of

conflict.

ELCC 4.4.


respond to community interests and

needs by building and sustaining

productive district relationships

with community partners.

ISLLC 4 Function D

ISBE 4F


how district resources

can be (or were) used in

the community to solve

issues of joint concern.


reluctance to use

district resources in

the community to

solve issues of joint

concern.


refusal to use district

resources in the

community to solve

issues of joint

concern.

ELCC 5.1.

Candidates understand and can act

with integrity and fairness to ensure

a district system of accountability

for every student’s academic and

social success.

ISLLC 5 Function A

ISBE 5D, 5I

Reflections demonstrate

a respect for the rights

of others with regard to

confidentiality and

dignity and engage in

honest interactions.

Final reflection

discusses issues with

maintaining integrity in

daily district-level

practice

Reflections briefly

describe a respect for

the rights of others

with regard to

confidentiality and



Final reflection


maintaining integrity

in daily district-level

practice

Reflections do not

demonstrate a respect

for the rights of others

with regard to

confidentiality and



Final reflection does

not discuss issues

with maintaining

integrity in daily

district-level practice.

ELCC 5.2.


model principles of self-awareness,

reflective practice, transparency,

and ethical behavior as related to

their roles within the district.

ISLLC 5 Function B

ISBE 5H


ability to combine

impartiality, sensitivity

to student diversity, and

ethical considerations in

their interactions with

others.

Final reflection


maintaining fairness in

daily district-level

practice

Reflections briefly

describes the ability to

combine impartiality,

sensitivity to student

diversity, and ethical

considerations in their

interactions with

others. Final

reflection discusses

issues with

maintaining fairness


practice.

Reflections do not

describe the ability to

combine impartiality,

sensitivity to student

diversity, and ethical

considerations in their

interactions with

others. Final

reflection does not

discuss issues with

maintaining fairness


practice.

ELCC 5.4.


evaluate the potential moral and

legal consequences of decision


ability to make and

explain decisions based

upon ethical and legal

principles. Final

Reflections briefly


make and explain

decisions based upon

ethical and legal

Reflections do not


make and explain

decisions based upon

ethical and legal

33

making in the district.

ISLLC 5 Function D

ISBE 5A


issues with maintaining

ethical behavior in daily

district-level practice

principles. Final


issues with

maintaining ethical

behavior in daily


principles. Final

reflection does not

discuss issues with

maintaining ethical

behavior in daily


ELCC 6.2.

Candidates understand and can act

to influence local, district, state,

and national decisions affecting

student learning in a district

environment.

ISLLC 6 Function B

ISBE 6L


ability to communicate

regularly with all

segments of the district

community concerning

trends, issues, and

policies affecting the

district.


the ability to

communicate

occasionally with all

segments of the

district community

concerning trends,

issues, and policies

affecting the district.


the ability to

communicate

sporadically with

some segments of the

district community

concerning trends,

issues, and policies

affecting the district.

ELCC 6.3.


anticipate and assess emerging

trends and initiatives in order to

adapt district-level leadership

strategies.

ISLLC 6 Function C

ISBE 6K, 6L

Loyola CF 3


ability to advocate for

policies and programs

that promote equitable

learning opportunities

and success for all

students, regardless of

socioeconomic

background, ethnicity,

gender, disability, or

other individual

characteristics.


sense of obligation to

advocate for policies

and programs that

promote equitable


and success for all


socioeconomic



other individual

characteristics.

Reflections show no

evidence of the ability

to advocate for

policies and programs

that promote equitable


and success for all


socioeconomic



other individual

characteristics.

Dispositions Rubric

Target Acceptable Unacceptable

PROFESSIONALISM

Candidate meets all Candidate meets all Candidate meets Candidate frequently

34

deadlines deadlines

consistently.

deadlines with a few

exceptions.

does not meet

deadlines.

Candidate attends class

and is punctual to class

Candidate

consistently attends

class and is always

punctual.

Candidate attends

class and is punctual

with a few

exceptions.

Candidate frequently

misses class and/or is

often tardy.

Candidate honestly and

accurately cites other’s

work

Candidate honestly

and accurately cites

other’s work in a

consistent manner.

Candidate honestly

cites other’s work but

at times is not

accurate with the

exact citation.

Candidate

misrepresents other’s

work as his/her own.

Candidate is punctual

for meetings within the

professional setting

(internship)


on a consistent basis

for meetings within

the professional

setting. (internship)


for meetings, with a

few exceptions,

within the

professional setting.

(internship)

Candidate is

consistently not

punctual for meetings

within the

professional setting.

(internship)

Candidate

communicates promptly

with faculty

Candidate

consistently

communicates in a

prompt manner

(either by email or

phone) with faculty.

Candidate usually

communicates with

faculty in a prompt

manner (either by

email or phone).

Candidate does not

communicate with

faculty in a prompt

manner causing much

disruption to the

implementation of the

candidate’s program.

Candidate uses

technology in the

classroom only for

academic purposes

Candidate

consistently uses

technology in the

classroom only for

academic purposes.

Candidate uses

technology in the

classroom for

academic purposes

with a few

exceptions.

Candidate uses

technology

inappropriately often

checking personal

email and/or surfing

the web in the

classroom.

Candidate

demonstrates ethical

behavior in all

graduate work as

prescribed by AASA

and ISLLC standards

Candidate

consistently


behavior in all

graduate work as

prescribed by AASA

and ISLLC standards.

Candidate


behavior in all

graduate work as

prescribed by AASA

and ISLLC standards

with few exceptions.

Candidate

demonstrates

unethical behavior

(such as dishonesty,

cheating, or spreading

gossip) in graduate

work.

Target Acceptable Unacceptable

FAIRNESS

35

Candidate is able to

reflect and respect

other points of view

within the school

environment

(internship)

Candidate

consistently reflects

and respects other

points of view within

the school

environment.

(internship)

Candidate respects

other points of view


In the case of these

exceptions, the

candidate reflects to

remedy the situation

within the school

environment

(internship)

Candidate does not

respect other points of

view. The candidate

does not reflect upon

his/her unfair

behavior and does not

attempt to remedy the

situation within the

school environment

(internship)

ALL STUDENTS CAN

LEARN

Candidate

demonstrates a belief

that all students can

learn within the school

environment

(internship)

Candidate

consistently



learn within the

school environment.

The candidate will

not tolerate a culture

complacent with

failure. (internship)

Candidate



learn within the

school environment

with a few

exceptions. The

candidate is not

complacent with a

culture of failure.

(internship)

Candidate does not

demonstrate a belief


learn within the

school environment

and is complacent

with a culture of

failure. (internship)

Candidate

demonstrates respect

for cultural differences

within the school

environment

(internship)

Candidate

consistently


for cultural

differences within the

school environment

and continually seeks

to gain greater inter-

cultural competence.

(internship)

Candidate


for cultural


school environment


The candidate seeks

to gain greater inter-

cultural competence.

(internship)

Candidate does not

demonstrate respect

for cultural


school environment

and does not seek to

gain inter-cultural

competence.

Internship)

Candidate

demonstrates social

justice within the

school environment

(internship)

The candidate

advocates strongly

for social justice

within the school

environment in both

word and deed.

(internship)

The candidate

supports social justice

within the school

environment in both

word and deed.

(internship)

The candidate’s

words and deeds

within the school

environment do not

support the principles

of social justice.

(internship)

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