Administrative Internship Handbook

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2012-2013

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Table of Contents Page 1 of 1 Last updated 8/22/2012

Application for Administrative Internship (Attachment C)

14

Student Agreement Form (Attachment D) 16

Statement of Acceptance for Internship in Educational Leadership (Attachment E) 17

Internship Plan Template (Attachment F) 18

NPBEA Standards, Including Recommended Internship Activities (Attachment G) 19

Leadership Skills Assessment (Attachment H) 31

Weekly Activities Report (Attachment K) 37

Internship Evaluation Forms (Attachment L)

Building Level 38

District Level 42

University Contact Report (Attachment M) 45

Internship Course Evaluation Form (Attachment N) 46

Seminar Series (Attachment O) 47

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Overview Page 1 of 1

Last updated 8/22/2012

Overview

Policymakers and educators continue to view field-based learning experiences, commonly referred to as internships, as an important component of educational leadership programs. For example, the National Policy Board for Educational

Administration’s (NPBEA) Standards for Programs in Educational Leadership requires that all pre-service programs include a structured internship experience.1_{Similarly, New York}

State requires that all candidates seeking certification as a School Building Leader (S.B.L.) complete an internship under the supervision of a practicing school

administrator. Those candidates pursuing New York State’s School District Leader (S.D.L.) certificate can also elect to include an internship as part of their administrative program.2

In compliance with New York State administrative certification requirements and in agreement with the NPBEA Standards, we at the Warner School also regard

internships as an important element of leadership preparation. Put simply, we believe that an effective internship experience can serve three purposes. First, an internship can enable candidates to better understand the duties and responsibilities that accompany leadership positions. Secondly, an internship provides numerous

opportunities to utilize their coursework learnings in the performance of their internship duties supported by the mentoring of their site and University supervisors. Thirdly, an internship offers candidates an opportunity to test their personal commitment to the profession.

The intent of this handbook is to serve as a guide for Warner School leadership students (hereafter referred to as candidates) and their field supervisors. Included within the handbook are descriptions of the following internship components: 1. Eligibility Requirements,

2. Application Process, 3. Internship Elements, and 4. Performance Assessment.

The goal of this handbook is to provide a detailed view of processes and expectations, but it should not be considered as a comprehensive statement of our internship program. There certainly will be aspects of an internship that warrant additional guidance. In such instances, candidates should consult with Leadership Program faculty for assistance.3

1

See Appendix A to review the NPBEA’s Standards for Advanced Programs in Educational Leadership. 2

See Appendix B for a review of New York State’s administrative certification requirements. 3

The authors would like to acknowledge the following resources used in the preparation of this handbook:

Morgan, P. L., A. S. Gibbs, C. J. Hertzog, and V. Wylie (1997). The Educational Leader’s Internship: Meeting New Standards. Lancaster, PA: Technomic Publishing Co.

Capasso, R. L., J. C. Daresh (2001). The School Administrator Internship Handbook: Leading, Mentoring, and Participating in the Internship Program. Thousand Oaks, CA: Corwin Press, Inc.

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Eligibility and Application Requirements Page 1 of 1

Eligibility and Application Requirements

1. Eligibility

The Educational Leadership Program offers internships to candidates

pursuing either the School Building Leader (S.B.L) certificate or the School District

Leader (S.D.L) certificate or both (See Attachment B for certification

requirements). To be eligible for an internship, a candidate must first meet each

of the following requirements:

A. The candidate must be enrolled in and have completed a substantial

portion of a Warner School Leadership Program:

 New York State S.B.L Certification Program (i.e., 24-hour program),

 New York State S.D.L Certification Program (i.e., 27-hour program)

 M.S. in Administration with New York State S.B.L Certification,

 M.S. in Administration with New York State S.D.L Certification,

 Doctor of Education in Administration (Ed.D.)

B. The candidate must have a “B” average or higher in Warner School

leadership coursework. The chair of the Educational Leadership Program

must approve any deviation from these requirements.

C. Candidates are responsible for locating an appropriate internship site and

identifying a field supervisor. They may conduct their internship in their

own district or school, but are not required to do so.

D. The Field Supervisor for the candidate must be a full-time administrator

who holds an S.A.S, S.B.L, S.D.A. or S.D.L. certificate.

E. Leadership Program faculty members are available to assist candidates in

finding a site and field supervisor if necessary.

2. Application Process

Eligible candidates apply for an internship by submitting an

A. Application for Administrative Internship (Attachment C),

B. Student Agreement Form (Attachment D),

C. Statement of Acceptance for Internship in Educational Leadership

(Attachment E) to their program advisor.

D. Read the Internship Handbook

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Internship Elements Page 1 of 4

Internship Elements

New York State PART 80 requirements for SBL and SDL Certification require that within a registered program, the candidate must engage in leadership experiences in districts with students at various developmental levels and socioeconomic backgrounds culminating in a 15-week full time district level leadership experience supervised by a certified school district leader and program faculty (or a substantially equivalent leadership experience).

National Policy Board for Educational Administration

Standards for Advanced Programs in Educational Leadership

Standard 1: Candidates who complete the program are educational leaders who have the knowledge and ability to promote success of all students by facilitating the

development, articulation, implementation, and stewardship of a school vision of learning supported by the community.

Standard 2: Students who complete the program are educational leaders who have the knowledge and the ability to promote the success of all students by promoting a positive school culture, providing an effective instructional program, applying the best practice to student learning, and designing comprehensive professional growth plans for staff.

Standard 3: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by managing the organization, operations, and resources in a way that promotes a safe, efficient, and effective learning environment.

Standard 4: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by collaborating with families and other community members, responding to diverse community interests and needs, and mobilizing community resources.

Standard 5: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by acting with

integrity, fairly, and in an ethical manner.

Standard 6: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context.

Standard 7: The internship provides significant opportunities for candidate to synthesize and apply the knowledge had practice and develop skills identified in Standards 1-6through substantial, sustained, standards based work in real settings, planned and guided cooperatively by the Institution and school district personnel for graduate credit.

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In order for an internship to be approved and successfully completed, it needs to include the following elements:

1. Planned and Guided Cooperatively: Each candidate will formulate an internship committee. The internship committee is comprised of (1) the

candidate, (2) a Warner School supervisor, (3) a building-level field supervisor, and (4) a district-level field supervisor. The university supervisor must be an Educational Leadership Program faculty member. The building level field supervisor must be a full-time school-level administrator who holds an S.A.S or S.B.L. certificate. The level field supervisor must be a full-time district-level administrator who holds an S.D.A. or S.D.L. certificate.

2. Real-Setting Experience (Internship Site): The candidate will undertake the internship in a school and district setting. Students pursuing the S.B. L. certificate only will perform their field experience at both the building and district-level. Students pursuing their S.B. L. and S.D.L. certificates will perform their field experience at both the building and district-level. We require that candidates have building and district-level experiences because pursuant to New York State law, such will meet the internship requirements for both the SBL and SDL certificates.1

It is most beneficial for candidates to conduct their internships during the regular school year, when students are in session. Those seeking summer internships must demonstrate to their internship committee that they will have substantial contact with students, teachers, and parents (e.g., serving as acting summer school principal).

3. Sustained: Candidates can conduct their internship on a full-time or part-time basis, with or without compensation. Internships are most often part-time and without compensation, although we encourage candidates to seek full-time, paid positions.

The timeframe for both full-time and part-time internships should approximate a 15-week, full-time work experience. There is no upper limit to the number of hours for internships. It is unlikely, however, that an acceptable internship experience and its related activities would amount to less than 600 – 780 clock hours.2

1

http://www.highered.nysed.gov/tcert/resteachers/memo120205.htm 2

Internship-related activities include any activity that is required of the candidate during the internship. The following are a few of many possible examples: working in a building, attending a board meeting, attending internship seminars, and writing up a weekly activity report (see below).

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Last updated 8/22/2012 QUESTION: How might a fully-employed candidate satisfy the 15-week full-time

internship requirement?

RESPONSE: Commissioner's Regulations require registered collegiate programs that lead to certification in educational leadership (School Building Leader and School District Leader) to include a 15-week full-time internship as an education leader. However, provision in the regulation is also made for institutions to accept

equivalent alternatives to the full-time internship, such as working during summer school, after-hour assignments, or part of the school day when these assignments are comparable to the 15-week full-time internship. Such alternatives must be completed in “chunks” of no less than 3 hours per day with at least 15 hours/week. 4. Substantial and Standards Based: Given the changing nature of schooling, it is

impossible to design an internship that prepares candidates for every possible situation that they might someday encounter. Nevertheless, field supervisors should provide and candidates should seek out meaningful activities that reflect the nature and scope of educational leadership. We recognize that leaders must often perform routine tasks, such as supervisory duties. However,

candidates that limit themselves to such activities will be ill-prepared for their first leadership position.

To help ensure that internships are comprised of a wide-range of meaningful activities, an Internship Plan is developed before any hours are logged. A plan is developed in collaboration with a candidate’s internship committee and that plan documents the agreed upon activities that the candidate will perform. Each plan must include the following elements:

(1) a brief description of each anticipated internship activity,

(2) listing of the leadership standard that is exemplified by the activity, and (3) the type of evidence that will demonstrate that the candidate has

performed the activity.

Please see Attachment F for an internship plan template and Attachment G for examples of relevant activities for each standard. In addition, Attachment H is the Pre-Internship Self-Assessment form. Internship plans should provide opportunities to address those skills/competencies in which the candidate feels less than competent or that otherwise warrant attention.

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Last updated 8/22/2012 When completing the internship plan, candidates should keep the following points in mind:

 It may not be possible to address each and every one of the many Leadership sub-Standards during an internship. Rather it is beneficial for candidates to pursue as many Leadership Standards and sub-Standards as possible.

 Many internship activities encompass more than one of the standards and/or sub-standards. For example, allocating fiscal resources might be an example of those standards that deal with legal as well as ethical standards.

 It is possible that circumstances will prevent a candidate from completing all of the activities listed in the internship plan.

 It is probable that candidates will perform more activities than those listed on the initial internship plan.

When a candidate anticipates that there will be substantial modifications to their internship plan, approval from their internship committee and a revised plan are required.

5. Seminars: Candidates are required to attend a series of seminars during their internship. Each seminar will include a guided discussion that offers candidates the opportunity to reflect on their internship experiences as well as the

exploration of an important leadership issue.

Seminar dates and times, topics, and an advance reading list will be posted on the Warner website. It is the candidates’ responsibility to complete the assigned

reading and to attend no fewer than 2 seminars during their internship. (See Attachment O)

6.

University Credit: Candidates will earn six credit hours for their internship. It is only in special circumstances that we will award more than 6 credit hours for an internship (e.g., full-time, yearlong internship). APPR Lingo here

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Performance Assessment Page 1 of 4

Performance Assessment

The purpose of the performance assessment component of the internship is for candidates to demonstrate that they:

A. Understand the duties and responsibilities that accompany leadership positions, B. Are capable of performing their duties and fulfilling their responsibilities effectively

when they assume leadership positions.

In order to reach a conclusion regarding the candidate’s ability to competently enter an administrative position, the University supervisor will consider:

1. The Field Supervisor’s assessments and letter of recommendation

2. The quality of the candidate’s reflections and observed interactions, and 3. The quality of the Learning Portfolio which will include the following sections: (1) Application and Internship documents:

a) Updated Internship Plan.

b) Signed documents; Application, Student Agreement, Statement of Acceptance for Internship (see Attachment F).

(2) Weekly Activity Reports. Candidates are required to prepare an activity report for each week in which hors are logged (See Attachment K). The weekly activity report documents the nature and scope of both planned and unplanned internship

activities and includes a reflection that connects the candidate’s experience with the standards or provides an opportunity to express feelings, both positive and negative, in a confidential manner. These reflections are shared only with your university supervisor

(3) Work Products. Throughout their internships, candidates will likely produce documents such as strategic plans, program evaluations, student handbooks, competitive bids, purchase orders, letters to parents, program flyers, teacher evaluations, and cost-analyses. Candidates should include those work products that illustrate significant professional learning and illustrate their successful work within a particular Leadership Standard( providing cross-references to the weekly activity report that describes the activity that produced each product.)

(4) Evidence of Seminar Participation. At the close of each seminar, presenters will ask candidates to complete an assignment that demonstrates their understanding of the topic. These may be structured reflections, as when the instructor asks

candidates to respond to a particular question or quote or unstructured free form) reflections. Candidates should include the assignments in this section.

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Last updated 8/22/2012 (5) Internship Evaluation Reports. It is important to candidates’ professional

development that field supervisors provide on-going formative assessment and also document the candidate’s performance. The field supervisor will complete at least two Internship Evaluation Reports (see Attachment L) and discuss their responses with the candidate--one at the internship’s halfway point and another at its end. The report items correspond to National Policy Board for Educational Administration Leadership Standards. It is anticipated that some of the items will not have been observed and therefore cannot be completed.)

(6) University Contact Reports. No less than three times during each semester of the internship, the University Supervisor and Field Supervisor will meet with the candidate to discuss his/her performance. The University Supervisor will document these

meetings using the University Contact Report (see Attachment M) and debrief each such meeting with the candidate.

(7) Summary Letter. At the close of the internship, the field supervisor will write a summary letter to the University Supervisor that offers their assessment of the candidate’s leadership abilities. The letter should be more than a generalized statement of the intern’s accomplishments. Instead, it should comment directly on the candidate’s ability to effectively steward a school or district. As an example, the summary letter can take the form of a mock recommendation letter to a prospective employer. It is the candidate’s responsibility to request the letter and include it in the portfolio.

(8) Scholarly connections. A paper in which the candidate makes the argument that s/he has successfully worked within each of the Standards. In 1-2 pages per

standard, the candidate will provide a description of the activity that stimulated a significant learning, and thus included in the portfolio, and connects the experience to coursework material (using appropriate APA citations).

(9) Other Supporting Material. As chosen by the candidate. In addition to these formal evaluation requirements, candidates should seek continuous, timely feedback from their field supervisor regarding their performance. Such feedback, for example, could follow participation in a committee meeting, parent conference, or staff evaluation. In these instances, the field supervisor would provide the following information: (1) the extent to which your actions furthered the desired outcomes in the situation, (2) the appropriateness of your chosen behaviors/comments/

documents, and (3) potential alternative strategies that would have improved the outcome. As you know, such formative feedback is essential to learning.

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Last updated 8/22/2012 After reviewing the all of the information, in accordance with Warner School Policy, the University Supervisor will assign the candidate either a grade of

satisfactory/pass or unsatisfactory/fail. The University Supervisor will use the following rubric to determine a grade.

Internship Grading Rubric

Satisfactory/Pass

Unsatisfactory/Fail

Organization  The Portfolio is (1)

complete (i.e., includes all

required material), (2)

well-organized, neat, and

professional, and (3)

demonstrates writing ability

(e.g., clarity and uses

correct spelling, grammar,

and punctuation).

 The Portfolio is not (1)

complete (i.e., includes all

required material), (2)

well-organized, neat, and

professional, or (3)

demonstrate writing ability

(e.g., clarity and uses correct

spelling, grammar, and

punctuation).

Sustained

 The portfolio demonstrates

that the candidate

devoted approximately (1)

20 weeks or more and (2)

15 hours or more per week

to internship related

activities.

 The portfolio demonstrates that

the candidate did not devote

approximately (1) 20 weeks or

more and (2) 15 hours or more

per week to internship related

activities.

Substantial

and

Standards-Based

 The portfolio demonstrates

that the candidate

performed activities

encompassed by four or

more NPBEA Standards.

 The portfolio demonstrates that

the candidate did not perform

activities that encompass four

or more NPBEA Standards.

Seminars

 The portfolio demonstrates

that the candidate

attended the seminars

and satisfactorily

completed any related

assignments.

 The portfolio demonstrates that

the candidate did not attend

the seminars or satisfactorily

complete related assignments.

Weekly

Activities

Report

 The candidate’s personal

reflections address

professional growth and

reflect transfer of classwork

learning to the field.

 The candidate’s personal

reflections lack insight into self

as a professional leader.

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Performance Assessment Page 4 of 4 Last updated 8/22/2012

Satisfactory/Pass

Unsatisfactory/Fail

Internship

Evaluation

Report

 The candidate performed

at the competent level on

their final Internship

Evaluation Report.

 In sum, the candidate

performed below the

competent level on their final

Internship Evaluation Report.

Summary

Letter

 The Summary Letter offers

evidence that the Field

Supervisor believes that

the candidate can

effectively undertake a

leadership position.

 The Summary Letter does not

offer evidence that the Field

Supervisor believes that the

candidate can effectively

undertake a leadership

position.

Summary

Score

Satisfactory/Pass Unsatisfactory/Fail

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Internship Course Evaluation Page 1 of 1

Internship Course Evaluation

The Warner School is committed to a course evaluation process that will guide

programs toward the highest standards of academic excellence. Accordingly,

we request that candidates submit a course evaluation form to the Dean’s

Office at the close of their internship (see Attachment N). Field Supervisors will

not receive copies of the evaluations. University Supervisors will not receive

copies of the original evaluations. Instead, they will receive only copies of

student responses to the quantitative questions and word-processed

transcriptions of narrative responses. Both quantitative and transcribed narrative

responses will not be returned to university supervisors until well after the

internship has concluded and a grade has been submitted. Copies of the

evaluation will be distributed to the Program Chair. The original evaluation form

will be kept in a confidential file in the Dean’s Office. If you have questions

about the course evaluation process, please contact the Director of School

Leadership Preparation Program, Mary Rapp at [email protected] or

585-275-8361, or the Educational Leadership Department Chair, Andrew Wall at

[email protected] or 585-275-8039.

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NPBEA Standards for Advanced Programs Page 1 of 1

Attachment A

National Policy Board for Educational Administration

Standards for Advanced Programs in Educational Leadership

Standard 1: Candidates who complete the program are educational leaders

who have the knowledge and ability to promote success of all students by

facilitating the development, articulation, implementation, and stewardship of a

school vision of learning supported by the community.

Standard 2: Students who complete the program are educational leaders who

have the knowledge and the ability to promote the success of all students by

promoting a positive school culture, providing an effective instructional

program, applying the best practice to student learning, and designing

comprehensive professional growth plans for staff.

Standard 3: Candidates who complete the program are educational leaders

who have the knowledge and ability to promote the success of all students by

managing the organization, operations, and resources in a way that promotes a

safe, efficient, and effective learning environment.

Standard 4: Candidates who complete the program are educational leaders

who have the knowledge and ability to promote the success of all students by

collaborating with families and other community members, responding to

diverse community interests and needs, and mobilizing community resources.

Standard 5: Candidates who complete the program are educational leaders

who have the knowledge and ability to promote the success of all students by

acting with integrity, fairly, and in an ethical manner.

Standard 6: Candidates who complete the program are educational leaders

who have the knowledge and ability to promote the success of all students by

understanding, responding to, and influencing the larger political, social,

economic, legal, and cultural context.

Standard 7: The internship provides significant opportunities for candidates to

synthesize and apply the knowledge and practice and develop the skills

identified in Standards 1-6 through substantial, sustained, standards-based work

in real settings, planned and guided cooperatively by the institution and school

district personnel for graduate credit.

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NYS Certification Requirements Page 1 of 1

Attachment B

New York State Certification Requirements

School Building Leader (S.B.L.)

School District Level (S.D.L.)

Requirements for Certification as a

School Building Leader (SBL) or School District Leader (SDL)

Requirements for initial certification as a School Building Leader (SBL):

Hold a Baccalaureate degree;

Have at least 3 years experience teaching or in other pupil services;

Complete a School Building Leader program;

Engage in leadership experiences in a variety of settings, including a

15-week full-time school building leadership experience (or an equivalent

experience);

Hold a Master’s degree upon program completion;

Pass a New York State School Building Leader Assessment; and

Complete 175 hours of professional development within every 5-year

period to maintain certification.

Note: Initial certificates are valid for 5 years. In order to obtain a professional

certificate, candidates must have at least three years of additional

school-based experience including at least one year as a school building leader.

Requirements for professional certification as a School District Leader (SDL):

Hold a Baccalaureate degree;

Have at least 3 years experience teaching or in other pupil services;

Complete a School District Leader program;

Have earned at least 60 semester hours of graduate credit;

Engage in leadership experiences in a variety of settings, including a

15-week full-time school building leadership experience (or an equivalent

experience);

Hold a Master’s degree upon program completion;

Pass a New York State School District Leader Assessment; and

Complete 175 hours of professional development within every 5-year

period to maintain certification.

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Application for Administrative Internship Page 1 of 2

Attachment C

Application for Administrative Internship

Date: __________________________ Name: ______________________________________________________________________ Home Address: ______________________________________________________________ ______________________________________________________________ Home Phone: ________________________________________________________________ E-mail Address: _______________________________________________________________ Bldg. / School Name: _________________________________________________________ District: ______________________________________________________________________ Current Position: ______________________________________________________________ Total Years Teaching Experience (does not include time as substitute): __________ years Career Goal: ________________________________________________________________

__________________________________________________________________ List Warner School leadership courses completed:

Course Name and Number Semester

Taken

Course Grade

List Warner School leadership courses in which you are currently enrolled:

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Application for Administrative Internship Page 2 of 2 Last updated 2/18/2013 Bldg. / School Name: _________________________________________________________ District: _______________________________________________________ School Address: _______________________________________________________ _______________________________________________________ Field Supervisor’s Name: _____________________________________________________ Field Supervisor’s Title: ________________________________________________________ Field Supervisor’s Phone: ______________________________________________________ Field Supervisor’s E-mail Address: ______________________________________________ Tentative Internship Time Frame (e.g., September to January): __________________ Tentative Internship Schedule:

Monday: _________________________ Tuesday: _________________________ Wednesday: _____________________ Thursday: ________________________ Friday: ___________________________ Weekends: _______________________

Times available for visitations: _________________________________________________ Candidate’s Signature: _______________________________________________________ Warner School Advisor’s Name: _______________________________________________ Warner School Advisor’s Signature: ____________________________________________

For a Microsoft Word version of this document, copy this link into your browser:

http://www.warner.rochester.edu/files/support/internship/Administrators/EL.AdminInt.ApplicForA dminIntshp.doc

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Student Agreement Form Page 1 of 1

Attachment D

Student Agreement Form

I recognize that during the internship I am subject to the rules, regulations and

policies of the Warner School and the _________________________________________

(School District Name)

I will not adversely affect the image of either the Warner School or

(School District Name)

I agree that if my field supervisor deems my behavior improper I will be

withdrawn from the internship and a grade of Unsatisfactory (U) assigned

.

I understand that failure to abide by the policies and procedures of the

internship will result in termination of the internship and a grade of Unsatisfactory

(U) assigned.

I further agree that I will maintain the confidentiality of records and

internal matters at all times.

Finally, I have read and understand the Standards for Educational

Leadership promulgated by the National Policy Board for Educational

Administration and will strive to meet their demands throughout the internship.

Candidate Name:

Candidate Signature: Date:

School or District

Field Supervisor’s Signature: Date:

Warner School

Internship Supervisor’s Signature: Date:

http://www.warner.rochester.edu/files/support/internship/Administrators/EL.AdminInt.StudentAgr eementForm.doc

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Statement of Acceptance Page 1 of 1

Attachment E

Statement of Acceptance for Internship in Educational Leadership

I hereby approve ________________________ (student name) for an internship

during ___________________________________, and agree to assist with his/her field

experiences. I understand that the internship should involve a variety of

leadership experiences as detailed by the National Policy Board for Educational

Administrations’ (NPBEA) Standards for Advanced Programs in Educational

Leadership and I will strive to provide a meaningful internship experience in

accordance with these standards.

School or District Name:

Field Supervisor’s Name (print): _______________________________________________

Field Supervisor’s Signature: ___________________________________________________

Date:

Degrees:

______________________________________________________________________________

Professional Certification(s):

_________________________________________________________________

http://www.warner.rochester.edu/files/support/internship/Administrators/EL.AdminInt.Statement OfAcceptance.doc

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Internship Plan Template Page 1 of 1

Attachment F

Sample Internship Plan Template

Candidate Name (Please Print):

# Activity Standards Performance Evidence Completed Activity 1. Example: Candidate will develop a strategic plan

to address student diversity issues. 1.0, 2.0, 4.0 Strategic Plan 2. Example: Candidate will conduct a visioning

workshop for central office staff focusing on ways to promote the success of all students

1.0 Workshop

Materials 3. Example: Candidate will conduct a cost-analysis

of an instructional program. 3.0 Cost-analysis Report 4 Example: Candidate will develop and present a

plan recommending alignment of social service agencies with school improvement needs.

4.0 Improvement Plan

5. Example: Candidate will lead a discussion concerning compliance with professional codes of ethics.

5.0 Presentation Materials 6. Example: Candidate will identify the most

frequent legal issues facing a school and write a report suggesting ways to remedy such instances.

6.0

Legal-Analysis Report 7. Example: Candidate will identify school practices

that reflect cultural biases and present recommendations of ways to improve those practices. 1.0, 2.0, 3.0, 4.0, 5.0, 6.0 Improvement Plan and Presentation Materials 8. Example: The candidate will design a school

improvement plan and outline the strategies necessary for its implementation.

2.0, 3.0,

4.0 Improvement Plan

Candidate’s Signature: _____________Date:

Field Supervisor’s Signature: _________Date:

University Supervisor’s Signature: ____Date:

http://www.warner.rochester.edu/files/support/internship/Administrators/EL.AdminInt.IntshpPlanT emplate.doc

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NPBEA Standards - Illustrative Internship Activities Page 1 of 15

Attachment G

NPBEA Standards with Illustrative Internship Activities

Standard 1.0: Candidates who complete the program are educational leaders

who have the knowledge and ability to promote the success of all students by

facilitating the development, articulation, implementation, and stewardship of a

school or district vision of learning supported by the school community.

Narrative Explanation: This standard addresses the need to prepare educational

leaders who value and are committed to educating all students to become

successful adults. Each educational leader is responsible for creating and

articulating a vision of high standards for learning within the school or district that

can be shared by all employees and is supported by the broader

school-community of parents and citizens. This requires that educational leaders be

willing to examine their own assumptions, beliefs, and practices; understand and

apply research; and foster a climate of continuous improvement among all

members of the educational staff. Such educational leaders will commit

themselves to high levels of personal and organizational performance in order to

ensure implementation of this vision of learning.

Examples of Relevant Activities for Building Level Internship:

Standard

Element Activity

1.1

Develop a Vision

 Candidate develops a vision of learning for the school that promotes the success of all students.

 Candidate bases this vision on relevant knowledge and theories. 1.2

Articulate a Vision

 Candidate demonstrates the ability to articulate the vision’s components and the leadership skills necessary to implement and support the vision.

 Candidate understands how data that focus on student learning inform the development of the vision (e.g., student assessment results, student and family demographic data, and analyses of community needs).

 Candidate demonstrates the ability to communicate the vision to staff, parents, students, and community members.

1.3

Implement a Vision

 Candidate formulates initiatives necessary to motivate staff, students, and families to achieve the vision.

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NPBEA Standards - Illustrative Internship Activities Page 2 of 15 Last updated 8/22/2012 1.4 Steward a Vision

 Candidate demonstrates an understanding of the role that effective communication skills play in building a shared commitment to the vision.

 Candidate designs or uses data to regularly, monitor, evaluate, and revise the vision.

 Candidate assumes stewardship of the vision. 1.5

Promote Community Involvement In the Vision

 Candidate develops plans to involve community members in the realization of the vision and in related school improvement efforts.  Candidate demonstrates the skills needed to communicate

effectively with stakeholders about the implementation of the vision

Examples of Relevant Activities for District Level Internship:

Standard

Element Activity

1.1

Develop a Vision

 Candidate demonstrates the skills needed to work with a board of education to facilitate the development of a district vision that promotes the success of all students.

 Candidate bases the vision on knowledge ant theories applicable to school-level leaders.

 Candidate uses relevant data to create a vision that takes into account the diversity of learners in the district.

 Candidate demonstrates knowledge of ways to use a district's vision to mobilize additional resources to support the vision.

1.2

Articulate a Vision

 Candidate demonstrates the ability to articulate the vision’s components and the leadership skills necessary to implement and support the vision.

 Candidate understands how data that focus on student learning inform the development of the vision (e.g., student assessment results, student and family demographic data, and analyses of community needs).

 Candidate demonstrates the ability to communicate the vision to the school board, staff, parents, students, and community members. 1.3

Implement a Vision

 Candidate demonstrates the ability to plan programs to motivate staff, students, and families to achieve the district’s vision.

 Candidate designs research-based processes to effectively implement the district’s vision.

1.4

Steward a Vision

 Candidate demonstrates the ability to align and, as necessary redesign administrative policies and practices required for full implementation of the district’s vision.

 Candidate uses data to regularly, monitor, evaluate, and revise the vision.

(23)

NPBEA Standards - Illustrative Internship Activities Page 3 of 15 Last updated 8/22/2012 Standard Element Activity 1.5 Promote Community Involvement In the Vision

 Candidate demonstrates the skills needed to communicate

effectively with stakeholders about the implementation of the vision

Standard 2.0: Candidates who complete the program are educational leaders

who have the knowledge and ability to promote the success of all students by

promoting a positive school culture, providing an effective instructional

program, applying best practice to student learning, and designing

comprehensive professional growth plans for staff.

Narrative Explanation: This standard addresses the need for educational leaders

to position teaching and learning at the focal point of schools. It emphasizes

the proposition that all students can learn and that student learning is the

fundamental purpose of schools. To this end, educational leaders are

responsible for ensuring that decisions about curriculum, instructional strategies

(including instructional technology), assessment, and professional development

are based on sound research, best practice, school and district data, and other

contextual information and that observation and collaboration are used to

design meaningful and effective experiences that improve student

achievement.

Educational leaders must capitalize on diversity to create a school culture that

promotes respect and success for all students. All members of the school

community should have confidence in the integrity of the decision-making

process for school improvement and the appropriateness of that process, thus

ensuring dignity and respect for all. Successful educational leaders must be

able to identify, clarify, and address barriers to student learning and

communicate the importance of developing learning strategies for diverse

populations. In addition, this standard requires that educational leaders be

learners who model and encourage life-long learning. They should establish a

culture of high expectations for themselves, their students, and their staff.

Candidates preparing to lead schools or districts must be able to assess the

culture and climate on a regular basis. They must also understand the

importance of supervision and be able and willing to evaluate teacher and staff

performance using a variety of supervisory models.

(24)

Examples of Relevant Activities for Building Level Internship:

Standard

Element

Activity

2.1 Promote Positive School Culture

 Candidate assesses school culture and implements strategies that address diversity (e.g., language, disability, gender, race, and socioeconomic status) to improve programs and climate. 2.2

Provide Effective Instructional Program

 Candidate facilitates activities that apply principles of effective instruction to improve instructional practices and curricular materials.

 Candidate develops a school profile in order to make

recommendations regarding the design, implementation, and evaluation of a curriculum.

 Candidate uses or promotes technology and information systems to enrich curriculum and instruction,

 Candidate uses technology to monitor instructional practices and provide staff the assistance needed for improvement.

2.3

Apply Best Practice to Student Learning

 Candidate assists school personnel in understanding and applying best practices for student learning.

 Candidate applies human development theory, proven learning and motivational theories, and concern for diversity to the learning process.

 Candidates demonstrate an understanding of how to use

appropriate research strategies to profile student performance in a school and analyze possible differences among subgroups of students to promote an environment for improved student achievement. 2.4 Design Comprehen-sive Professional Growth Plans

 Candidate designs a well-planned professional development program consistent with the school’s vision.

 Candidate uses observations, collaborative reflection, and adult learning strategies to create professional development plans for teachers or other school personnel.

(25)

Examples of Relevant Activities for District Level Internship:

Standard

Element

Activity

2.1 Promote Positive School Culture

 Candidate assesses school culture and implements strategies that address diversity (e.g., language, disability, gender, race, and socioeconomic status) to improve programs and climate. 2.2

Provide Effective Instructional Program

 Candidate demonstrates an understanding of a variety of instructional research methodologies and can analyze the comparable strengths and weaknesses of each method.  Candidate uses qualitative or quantitative data, appropriate

research methods, technology, and information systems to develop a long-range plan for the district that assesses the district's

improvement and accountability systems.

 Candidate demonstrates the ability to use and promote technology and information systems to enrich the district’s curriculum and instruction, monitor instructional practices, or provide assistance to administrators who have needs for improvement.

 Candidate demonstrates the ability to allocate and justify resources to sustain the instructional program.

2.3

Apply Best Practice to Student Learning

 Candidate demonstrates the ability to facilitate and engage in activities that use best practices and sound educational research to improve instructional programs.

 Candidate demonstrates the ability to assist school and district personnel in understanding and applying best practices for student learning.

 Candidate understands and applies human development theories, learning theories, motivational theories, and concern for diversity to the learning process.

 Candidate uses appropriate research strategies to profile student performance in the district and analyze differences among

subgroups. 2.4 Design Comprehensi ve Professional Growth Plans

 Candidate demonstrate knowledge of adult learning strategies and the ability to apply technology and research to professional development design focusing on authentic problems and tasks, mentoring, coaching, conferencing, and other techniques that promote new knowledge and skills in the workplace.

 Candidate demonstrates the ability to use observations and collaborative reflection to create professional development plans for district and school personnel.

(26)

Standard 3.0: Candidates who complete the program are educational leaders

who have the knowledge and ability to promote the success of all students by

managing the organization, operations, and resources in a way that promotes a

safe, efficient, and effective learning environment.

Narrative Explanation: This standard addresses the need to enhance student

learning through effective, efficient, and equitable utilization of resources.

Educational leaders must use their Knowledge of organizations to create a

learning environment conducive to the success of all students. Proper

allocation of resources such as personnel, facilities, and technology are essential

to creating an effective learning environment. Resource management

decisions should give priority to teaching, student achievement, and student

development. Also, operational procedures and policies must be established to

maintain school safety and security and to strengthen the academic

environment. All management decisions, including those regarding human

resources, fiscal operations, facilities, legal issues, time management,

scheduling, technology, and equipment, should be based on sound

organizational practice. Educational leaders must monitor and evaluate

operational systems to ensure that they enhance student learning and reflect

the school's and district's accountability to the community. Skills in job analysis,

supervision, recruitment, selection, professional development, and appraisal of

staff positions, as well as an understanding of relevant collective bargaining

agreements, strengthen the ability to use personnel resources. Effective

educational leaders define job roles, assign tasks, delegate appropriately, and

require accountability. They also actively seek additional sources of financial,

human, and physical support. They involve stakeholders to ensure that

management and operational decisions take into consideration the needs of

multiple constituencies while at the same time focusing the entire community on

student achievement as the ultimate goal. To include stakeholders in

management decisions, educational leaders must be competent in conflict

resolution, consensus building, group processes, and effective communication.

(27)

Examples of Relevant Activities for Building Level Internship:

Standard

Element

Activity

3.1

Manage the Organization

 Candidate demonstrates the ability to optimize the learning environment for all students by applying appropriate models and principles of organizational development and

management, including research and data driven decision-making with attention to indicators of equity, effectiveness, and efficiency.

 Candidate develops an action plan for focusing on the

effective organization and management of fiscal, human, and material resources, giving priority to student learning, safety, curriculum, and instruction.

 Candidate demonstrates the ability to manage time effectively.

 Candidate demonstrates the ability to deploy financial and human resources in ways that promote student achievement. 3.2

Manage Operations

 Candidate creates a plan using needs assessment or research-based data to align resources with the school’s vision.

 Candidate develops a communications plan for staff that includes opportunities for staff to develop their family and community collaboration skills.

 Candidate demonstrates how to apply legal principles to promote educational equity and provide a safe, effective, and efficient facilities.

3.3 Manage Resources

 Candidate uses problem-solving skills and knowledge of strategic, long-range, operational planning to align resources with teaching and learning.

 Candidate creatively seeks new resources to facilitate learning.

 Candidate uses technology for school management, business procedures, and scheduling.

(28)

Examples of Relevant Activities for District Level Internship:

Standard

Element

Activity

3.1

Manage the Organization

 Candidate demonstrates the ability to use research on learning, teaching, student development, organizational development, and data management to optimize learning for all students.

 Candidate demonstrates an understanding of district budgeting processes and fiduciary responsibilities.  Candidate demonstrates the ability to manage time

effectively

 Candidate demonstrates the ability to deploy financial and human resources in a way that promotes student

achievement.

 Candidates demonstrate the ability to organize the district based on indicators of equity, effectiveness, and efficiency.  Candidate demonstrates an understanding of how to apply legal principles to promote educational equity and provide a safe, effective, and efficient facilities.

3.2 Manage Operations

 Candidate creates a plan for involving stakeholders in aligning resources and priorities to maximize ownership and

accountability.

 Candidate uses needs assessment to align resources with the district’s vision.

 Candidate develops an effective and interactive staff communication plan for integrating the district's schools and divisions.

 Candidate develops a plan to promote and support community collaboration among district personnel. 3.3

Manage Resources

 Candidate uses problem-solving skills and knowledge of strategic, long-range, operational planning to align resources with teaching and learning.

 Candidate creatively seeks new resources to facilitate learning.

 Candidate applies an understanding of school district finance structures to ensure that adequate financial resources are allocated equitably across the district.

 Candidate uses technology for school management, business procedures, and scheduling.

(29)

Standard 4.0: Candidates who complete the program are educational leaders

who have the knowledge and ability to promote the success of all students by

collaborating with families and other community members, responding to

diverse community interests and needs, and mobilizing community resources.

Narrative Explanation: This standard addresses the fact that cooperation among

schools, the district, and the larger community is essential to the success of

educational leaders and students. Educational leaders must see schools as an

integral part of the larger community. Collaboration and communication with

families, businesses, governmental agencies, social service organizations, the

media, and higher education institutions are critical to effective schooling. The

ability to analyze emerging issues and trends that might affect schools and

districts enables educational leaders to plan effective instructional programs

and school services. Effective and appropriate communications, coupled with

the involvement of families and other stakeholders in decisions, helps to ensure

continued community support for schools. Seeing families as partners in the

education of their youngsters, and believing that families have the best interests

of their children in mind, encourages educational leaders to involve them in

decisions at the school and district levels. Family and student issues that

negatively affect student learning must be addressed through collaboration

with community agencies that can integrate health, social, and other services.

Such collaboration relies on good relationships with community leaders and

outreach to a wide array of business, religious, political, and service agencies.

Providing leadership to programs serving all students, including those with

special and exceptional needs, further communicates to internal and external

audiences the importance of diversity. To work with all elements of the

community, educational leaders must recognize, value, and communicate

effectively with various cultural, ethnic, racial, and special interest groups.

Modeling community collaboration for staff and then offering opportunities for

staff to develop collaborative skills maximizes positive interactions between

schools and the community.

(30)

Examples of Relevant Activities for Building Level Internship:

Standard Element Activity 4.1 Collaborate with Families and Other Community Members

 Candidate demonstrates the ability to bring together the resources of family members and the community to positively affect student learning.

 Candidate demonstrates the ability to use public information and research-based knowledge to collaborate with families and community members.

 Candidate applies an understanding of community-relations models, marketing strategies and processes to craft frameworks for school, family, business, community, government, and higher education partnerships.

 Candidate develops various methods of outreach aimed at business, religious, political, and service organizations.

 Candidate demonstrates the ability to involve families and other stakeholders in school decision-making processes.

 Candidate develops a plan to address student and family conditions affecting learning by collaborating with community agencies to integrate health, social, and other services.  Candidate develops a plan for a comprehensive program of

community relations and effective relationships with the media. 4.2

Respond to Community Interests and Needs

 Candidate develops a plan for maintaining high visibility and active involvement within the community, including interactions with individuals and groups with conflicting perspectives.

 Candidate demonstrates the ability to use appropriate

assessment strategies and research methods to understand and accommodate school and community diversity.

 Candidate provides leadership to programs serving students with special and exceptional needs.

 Candidates develop a plan to capitalize on the school and community diversity (cultural, ethnic, racial, and economic). 4.3

Mobilize Community Resources

 Candidate demonstrates an understanding of and ability to use community resources, including youth services, to support student achievement, solve school problems, and achieve school goals.  Candidate develops a plan for using school resources and social

service agencies to serve the community.

 Candidate demonstrates an understanding of ways to use public resources and funds appropriately and effectively to encourage communities to provide new resources to address student

(31)

Examples of Relevant Activities for District Level Internship:

Standard

Element

Activity

4.1 Collaborate with Families and Other Community Members

 Candidate develops a plan that supports the involvement of families in the education of their children.

 Candidate demonstrates an ability to use public information and research to collaborate with the community.

 Candidate applies community-relations models, marketing strategies, data driven decision-making, and communication theories, to develop school, business, community, government, and higher education partnerships.

 Candidate demonstrates an ability to develop and implement plans for nurturing relationships with community leaders to support district goals.

 Candidate demonstrate the ability to involve community members, groups, and other stakeholders in district decision-making

 Candidate develops a plan to collaborate with community agencies to integrate health, social, and other services in the schools.

 Candidate develops a plan for community-relations that reflect knowledge of effective media relations.

4.2

Respond to Community Interests and Needs

 Candidate facilitates activities that reflect the ability to inform

district decision-making by collecting and organizing formal and informal information from multiple stakeholders.

 Candidate develops a plan to promote maximum involvement

and visibility within the community.

 Candidate demonstrates the ability to interact effectively with

individuals and groups that reflect conflicting perspectives.

 Candidates demonstrate the ability to effectively and

appropriately assess, research, and plan for diverse district and community conditions.

 Candidates develop a plan to advocate for students with special and exceptional needs.

4.3 Mobilize Community Resources

 Candidate demonstrates the ability use community resources, including youth services that enhance student achievement, to solve district problems and accomplish district goals.  Candidate develops a plan to offer district resources to the

community to solve issues of joint concern.

 Candidate demonstrates an understanding of ways to

encourage communities to provide new resources to address student problems.

(32)

Standard 5.0: Candidates who complete the program are educational leaders

who have the knowledge and ability to promote the success of all students by

acting with integrity, fairly, and in an ethical manner.

Narrative Explanation: This standard addresses the educational leader's role as

the "first citizen" of the school/district community. Educational leaders should set

the tone for how employees and students interact with one another and with

members of the school, district, and larger community. The leader's contacts

with students, parents, and employees must reflect concern for others as well as

for the organization and the position. Educational leaders must develop the

ability to examine personal and professional values that reflect a code of ethics.

They must be able to serve as role models, accepting responsibility for using their

position ethically and constructively on behalf of the school/district community.

Educational leaders must act as advocates for all children, including those with

special needs who may be underserved.

Examples of Relevant Activities for Building Level Internship:

Standard

Element

Activity

5.1 Acts with Integrity

 Candidate demonstrates respect for the rights of others regarding confidentiality and engages in honest interactions.

5.2

Acts Fairly  Candidate demonstrates the ability to combine impartiality, sensitivity to student diversity, and ethical considerations in interactions with others.

5.3 Acts Ethically

(33)

Examples of Relevant Activities for District Level Internship:

Standard

Element

Activity

5.1 Acts with Integrity

 Candidate demonstrates respect for the rights of others regarding confidentiality and engages in honest interactions.

5.2

Acts Fairly  Candidate demonstrates the ability to combine impartiality, sensitivity to student diversity, and ethical considerations in interactions with others. 5.3

Acts Ethically

 Candidate makes decisions based upon ethical and legal principles.

Standard 6.0: Candidates who complete the program are educational leaders

who have the knowledge and ability to promote the success of all students by

understanding, responding to, and influencing the larger political, social,

economic, legal, and cultural context.

Narrative Explanation: This standard addresses the need for educational leaders

to understand and be able to operate within the larger context of the

community and beyond, which affects opportunities for all students.

Educational leaders must respond to and influence this larger political, social,

economic, and cultural context. Of vital importance is the ability to develop a

continuing dialogue with economic and political decision-makers concerning

the role of schools and to build collaborative relationships that support improved

social and educational opportunities for children. Educational leaders must be

able to participate actively in the political and policy-making context in the

service of education, including proactive use of the legal system to protect

students' rights and improve students' opportunities.

(34)

Examples of Relevant Activities for Building Level Internship:

Standard Element Activity 6.1 Understanding The Larger Context

 Candidate acts as an informed consumer of educational theory and concepts and can apply research methods to the school context.

 Candidate demonstrates the ability to explain how the legal and political systems shape schools and communities.

 Candidate demonstrates the ability to analyze the causes of poverty and its effects on families, communities, children, and learning.

 Candidate demonstrates an understanding of the policies, laws, and regulations enacted by local, state, and federal authorities that affect schools.

 Candidate demonstrates the ability to describe the economic factors shaping the community and their effects on local schools.  Candidate demonstrates the ability to assess the cultural diversity in

the community.

 Candidate can describe community norms and values and how they relate to the role of the school in promoting social justice.  Candidate demonstrates the ability to explain various theories of

change and conflict resolution and the appropriate application of those models to the community.

6.2

Respond to The Larger Context

 Candidate develops a plan for communicating with members of a school community concerning trends, issues, and potential changes in the environment in which the school operates.

6.3

Influence the Larger Context

 Candidate develops a plan to engage students, parents, the school board, and other community members in advocating for adoption of improved policies and laws.

 Candidate applies their understanding of the larger political, social, economic, legal, and cultural context to develop activities and policies that benefit students and their families.

 Candidate advocates 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.