OnlineEducationalLeadership(EDA)Certification&DegreePrograms

(Modified,Master's,Specialist)

StudentandInternship

HandbookAguideforLevelIcertificationanddegree-seeking

studentsinEducationalLeadershipandAdministrationintheDepartmentofEducationalLeadershipandPolicy

StudiesatFloridaStateUniversity

2020-21ApprovedAugust2020

ThepoliciesidentifiedinthisdocumentaretobeconstruedinlightofexistingUniversitypoliciesandwithdeferencetotherequirementsimposedongraduateeducationbytheUniversity,theBoardofTrusteesofFloridaStateUniversity,andtheGoverningBoardoftheStateUniversitySystemofFlorida. Theinformationoutlinedissubjecttochangeandstudentsshouldbealerttoannouncedrevisionsrequiredbythefacultyoftheprogram,thedepartment,CollegeandUniversity.

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TableofContentsMissionoftheOnlineEducationalLeadership(EDA)Program....................4 ProgramRequirements..............................................................................................4 CourseRequirements......................................................................................................................................4 CohortModel......................................................................................................................................................5 CourseSequenceforCohortSU20..............................................................................................................5 CourseSequenceforCohortFA20..............................................................................................................6 CourseDescriptions.........................................................................................................................................6 SupervisingPrincipals.....................................................................................................................................8 FieldExperiences(165hours).....................................................................................................................8

Internship(80hours)..................................................................................................9 PurposeandObjectives..................................................................................................................................9 OrganizationoftheInternshipexperience..........................................................................................10 PreparingfortheInternship......................................................................................................................10 InternshipRequirements............................................................................................................................11 RemediationPlan...........................................................................................................................................12

EntryRequirements..................................................................................................12 Orientation........................................................................................................................................................12 FSUEmailAccount.........................................................................................................................................12 CanvasLearningManagementSystem..................................................................................................13 AdmissiontoEducatorPreparation.......................................................................................................13 ESOLRequirements.......................................................................................................................................13 LiveText.............................................................................................................................................................13

AcademicGuidelines................................................................................................14 AcademicAdvisementandProgramofStudies..................................................................................14 SignatureAssessments................................................................................................................................14 ContinuousEnrollment................................................................................................................................15 GradePointAverage(GPA)Requirement............................................................................................15 AcademicCreditPolicies.............................................................................................................................16 CourseDropandAdd....................................................................................................................................16 IncompleteGradePolicy..............................................................................................................................17 GradeAppeal....................................................................................................................................................17 LeaveofAbsence............................................................................................................................................17 Withdrawal.......................................................................................................................................................18

ProgramCompletionRequirements...................................................................18 GraduationApplication................................................................................................................................18 CompletionRequirements..........................................................................................................................19 FELERequirements.......................................................................................................................................19 FELERemediationPlan...............................................................................................................................20 AddingEducationalLeadershipCertificatetoYourProfessionalTeachingCertificate.....20

ProgramExpectations..............................................................................................20 ScholarlyWriting............................................................................................................................................20 EthicalStudentConduct..............................................................................................................................21 TitleIXStatement...........................................................................................................................................21 SexualHarassmentPolicy...........................................................................................................................22

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Netiquette..........................................................................................................................................................22 AmericanswithDisabilitiesAct................................................................................................................22 FacultyExpectations.....................................................................................................................................23 SkillsforSuccessfulOnlineLearning......................................................................................................23

FinancialResources..................................................................................................23 Grants,FellowshipsandScholarships....................................................................................................23 FloridaStateUniversityOfficeofFinancialAid.................................................................................23 CollegeofEducationFinancialResources............................................................................................24 GraduateSchoolFellowshipsandGrants.............................................................................................24

ProgramContactInformation...............................................................................24 OtherResourcesforStudents................................................................................26 GraduateCertificatePrograms.................................................................................................................26 CanvasSite:EDAResourceSite...............................................................................................................26 ELPSMailingList............................................................................................................................................27 HelpfulLinks....................................................................................................................................................27 AcademicAssistance.....................................................................................................................................27 AppendixA:FloridaLeadershipStandards..................................................................................27 AppendixB:EDAInternshipAgreementPlan..............................................................................31 AppendixC:InternshipPlan.................................................................................................................33 AppendixD:SampleInternshipPlan...............................................................................................34 AppendixE:InternshipJournal..........................................................................................................36 AppendixF:SupervisingPrincipal’sInternshipEvaluationForm...................................39 SupervisingPrincipal’sInternshipMid-SemesterEvaluationForm...............................39 AppendixG:SuggestedExamplesofInternshipActivities...................................................45 Appendix H: Florida Principal Leadership Standards/FELE Competencies andSkills/SignatureAssessmentAlignment............................................................................................46

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MissionoftheOnlineEducationalLeadership(EDA)Program

ThemissionoftheOnlineEducationalLeadershipCertificationandDegreeProgramsatFloridaStateUniversityistoprepareschoolleaderswhodevelopandleadacommunityofeducatorsforasystemwideimprovementofteaching,studentlearning,andtheeducationalsystem.TheGuidingPrinciplesare:

• Continuouslearning• Problemsolving• Partnership&Collaboration• Diversity&Equity

Thespecificgoalsaretoprepareprofessionalsforadministrativeandleadershippositionsinschoolsandeducationalentities,bybecomingknowledgeableandskilledintheFloridaPrincipalLeadershipStandards.MoreinformationontheFPLSisfoundattheFloridaDepartmentofEducationwebsite(http://www.fldoe.org/teaching/professional-dev/the-fl-principal-leadership-stards/)

ProgramRequirements

CourseRequirements TRACK CREDITHOURS FIELDEXPERIENCE INTERNSHIP

Master’s 33hours

165hourstotal:(125hrsinthecurrentschool,40hrsinanotherschool)

80hours*appliesonlytoEDAstudentsseekingFlorida

PrincipalshipCertification

Specialist 33hoursCertificateOnly 27hours

CATEGORY HRS COURSES

CoreCoursesforallstudents

27 EDA5508TeacherLeadershipDevelopmentEDA5507PlanningEffectiveInstructionEDA5423DataDrivenSchoolImprovementEDA5219ResourceManagementforEducationalLeadersEDA5191LeadershipforDiversityEDA5232LegalAspectsofPublicSchoolAdministrationEDA5503ThePrincipalshipEDA5504InstructionalLeadershipEDA5942PracticalExperiencesinEducationalLeadership

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ElectiveCoursesforMaster’sandSpecialiststudents

6 EDA5231ApplicationsofPolicy(RequiredforSpecialiststudents)EDA5192EducationalLeadershipEDA5069EthicsinEducationalLeadershipEDF5461IntroductiontoProgramEvaluation

CohortModelStudentsmovethroughtheprogramtogethertobuildsharedlearningexperiencesineducationalleadership.StudentsinthecohortconsistofSpecialist,Master’s,andModifiedProgramstudentsandwilltake2courseseachsemestertocompletetheprogramintwoyears.

CourseSequenceforCohortSU20

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CourseSequenceforCohortFA20

CourseDescriptions

CoreCourses(27hours):

• EDA5508TeacherLeadershipDevelopment(3)ThiscourseisbasedontheincreasinglyimportantroleofaschoolleaderinidentifyinganddevelopingteacherleadersinK-12schools.Schoolleadersneedtobeabletoworkwithteacherteamseffectivelyaswellascultivatethetalentsofteachersasleadersinvariousaspectsofschoollife.Thiscourseexploresthedynamicsofteacherleadershipdevelopmentinschoolstodayandhowschoolleaderscanbepreparedtocultivatethisimportantresource.

• EDA5507PlanningEffectiveInstruction(3)

Thiscourseexploresthecomponentsandrelationshipsthatmakeupeffectiveclassroominstruction.Workingontheassumptionthateffectiveclassroominstructionisanecessaryfoundationforstudentachievement,schoolleadersneedtoknowhowtocoachandmonitorteachersuseofeffectiveinstructionalpractices.

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• EDA5423DataDrivenSchoolImprovement(3)Thiscoursebuildsexpertiseinusingdataforavarietyofschool-improvementpurposes,includinginstructionaldecision-makingingradesK-12.Collaborativeaction-researchskillsaredevelopedtosolveschool-basedproblems.

• EDA5219ResourceManagementforEducationalLeaders(3)Thiscourseexaminespubliceducationasaneconomicinstitution,emphasizingtherelationshipbetweenthepurposesofschoolingandthehumanandfiscal-resourceallocationroleoftheprincipal.Itpresentstheprincipal'sroleinselectedstrategiesandtechniquesincriticalthinkingandproblemsolvingasappliedtoschoolimprovement.Italsoexaminestheproceduresinvolvedinschoolfunding,aswellastheroleoftheprincipalinimplementingstatutes,audits,procedures,andpolicies.Thecoursealsoprovidesinsightintotherecruitment,selection,retentionofschoolpersonnel,andcollectivebargainingprocessastheyrelatetostateandfederallaw.

• EDA5191LeadershipforDiversity(3)ThiscourseintegratesDOErequirementsofESOLStandardsforSchoolAdministratorswitha)anunderstandingoftheConsentDecree,accountabilityandequityissuesrelatedtoLEPstudents;b)anunderstandingofcompliancewithfederalandstateregulations;andc)anunderstandingofculturalproficiencyintheschoolenvironment.

• EDA5232LegalAspectsofPublicSchoolAdministration(3)

Thiscourseisdesignedtoenablestudentstoidentifyandapplylegalprinciplesthatplacelimitsonauthority,defineindividualandcorporateliabilityandinformstandardsofeducationalpracticeinpublicschoolsettings.Itemphasizesknowledge,analysis,andapplicationthatexploresarangeofleadershipcompetencies,includingconceptformation,organizationalsensitivity,problemsolvinganddecisiveness.Thecourseincludesreadingsofferinganoverviewofkeylegalandethicalissuesforschooladministratorsandcasescenariosdesignedforsmallgroupandindividualanalysis.

• EDA5503ThePrincipalship(3)

Thiscourseprovidesasystemicapproachtoleadershipandmanagementroles,responsibilities,opportunities,andchallengesofschoolprincipals.Thecoursealsoprovidesanunderstandingofstrategiesfortwo-waycommunications,methodsforrecognizingandusingdiversityasanassetforsupportingcontinuousimprovementpracticesandschoolleaders’decision-makingprocessesbasedontheirpriorityforstudentlearningandteacherproficiency.

• EDA5504InstructionalLeadership(3)

Thiscourseisdesignedtoprovideanunderstandingofthewaysschoolleadersbringmultipleresourcessuchasteachers,parents,thecommunity,programs,professionaldevelopment,theschedule,andsupervisiontogethertofocusoncurriculum,instruction,andstudentachievement.

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• EDA5942PracticumExperiencesinEducationalLeadership(3)Thepracticumprovidesabridgetoleadershippracticewiththeskills,knowledge,anddispositionstomakeapositiveimpactonimprovingschoolsandstudentachievement.

ElectiveCourses(6hours)

FortheSpecialistandMaster’sdegrees,studentsmusttaketwoelectivecourses(6hours)selectedfromthefollowing.

• EDA5231ApplicationofPolicyinSchools(3)Specialiststudentsarerequiredtotakethiscourseasoneofthetwoelectivecourses.Thiscourseexplorestherootsoftheeducationalprocess,theroleofdifferentstakeholdersinpolicyformationandimplementation,andapplicationsoftheseeducationalpoliciesinschoolsforthepurposeofimprovingteachingandlearning.

• EDA5192EducationalLeadership(3)

Thiscoursecoversbasicleadershiptheories,motivation,groupdynamics,planning,andchangeprocessesineducationalsettings.Thecourseemphasizesknowledge,analysis,andapplicationsthatdrawfrommultidisciplinaryperspectives,includingorganizationalanalysis,psychology,anthropology,andsociology.

• EDA5069EthicsinEducationalLeadership(3)

Thiscourseexamineseducationalleadershipsasanethicalendeavor;coverstheassumptions,values,andbeliefsthatinformschoolpracticeandpolicies;discussessystemicconstraintstoeducationalleadership;andcoverssocial-justiceconcernsineducation.

• EDF5461IntroductiontoProgramEvaluation(3)

Thiscourseisanoverviewofcurrentevaluationtheoryandmodels,withanemphasisonroleevaluationinneedsassessmentandplanningphaseofprogramdevelopment.

SupervisingPrincipalsStudentswillselecttwosupervisingprincipals-oneattheircurrentschoolandoneatanotherschool,duringthefirstsemester.Thepurposeistoestablishalong-termrelationshipwithschoolprincipalswhocanserveasmentorsandsupervisorstoguidethemwiththeschool-basedexperiences.

FieldExperiences(165hours)Thepurposeoffieldexperiencesisforstudentstopracticetheirleadershipskillsanddemonstratethecoreaspectsofeffectiveleadershipaddressedinthe10FloridaPrincipalLeadershipStandards(FPLS).Studentsarerequiredtocompleteatotalof165hoursof

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fieldexperienceembeddedinthe9corecoursesandincludeactivitiesrelatedtoorganizationalandresourcemanagement,decision-making,curriculumimprovement,andstudentachievement.Ofthe165hours,40hoursmustbecompletedatasecondschoolsite,tohaveavarietyofschool-basedleadershipexperiences.Studentswillapplywhattheyhavelearnedthroughtheircourseworkinthefield,toshowtheirunderstandingofthepracticalapplicationsoftheleadershipstandards,competencies,andskills.

Internship(80hours)

AnintegralfeatureofFloridaStateUniversity’sOnlineMaster’s,SpecialistandModifiedProgramsistheInternship.TheinternshipoccursinthefinaltwosemestersoftheprogramwhiletakingEDA5503:ThePrincipalshipandEDA5942:PracticumExperiencesinEducationalLeadershipcourses.Studentsdrawfromtheirpriorcoursework,signatureassessments,andfieldexperiencestoapplycourseconceptsandknowledgetoboththeleadershiprolesandtheresponsibilitiesstudentswillassumeattheirprimaryschoolsite.DuringtheInternship,theywillcloselyworkwiththeirsupervisingprincipalandcourseinstructorstoidentifyexperiencesthatwillexpandtheirleadershipknowledge,skills,competencies,andcapacity.Studentswilltransitionfromlearningandobservingeffectiveleadershippracticesandstandardsthroughfieldexperienceinprevioussemesterstoactivelydemonstratingtheminpracticeintheirleadershiproles.

PurposeandObjectives ThepurposeofFSU’sInternshipexperienceistohavestudentsapplyknowledgegainedthroughcoursework,signatureassessments,andfieldexperiencesthrough80internshiphoursalignedtothe10FloridaPrincipalLeadershipStandards(FPLS)(SeeAppendixA).Byparticipatinginthesediverseactivities,studentsgainrichfirst-handexperienceaseducationalleaders.Aswithotherrequiredassignmentsandactivitiesintheonlineeducationalleadershipprogram,studentsareexpectedtodemonstratethattheyhavesuccessfullyparticipatedinleadershipactivitiesthatcoverthetenFPLS.Duringthetwointernshipcourses,studentswillworkwiththeirsupervisingprincipalandinstructorstoidentifyleadershiprolesandresponsibilitiesinanInternshipPlananddocumenttheleadershipactivitiesinanInternshipLog.TakentogethertheprincipleobjectivesoftheInternshipare:

•Toapplytheknowledgegainedthroughcoursework,signatureassessments,andfieldexperience,toeducationalleadershiprolesandresponsibilitiesatyourschoolsite.

•ToeffectivelyperformasaneducationalleaderandtodemonstratemasteryofalltenFloridaPrincipalLeadershipStandards.

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•Tocloselyworkwiththesupervisingprincipaltoanalyze,reflect,andguideyourcurrentandfutureleadershipactions.

OrganizationoftheInternshipexperience ThereareseveralcomponentsoftheInternshipexperiencethatyoumustattendtoasyouprepareforandcompletetheInternship.Whilethe80internshiphourswilloccurinthetwocourses,itiscriticalthatyouworkwithyoursupervisingprincipalandcourseinstructorstoidentifytheparametersofyourinternshippriortostartingthecourses.

PreparingfortheInternship TheleadershiprolesandactivitiesthatyoucompleteduringyourInternshipareuniquetoyouandyourschool.TomaximizetheInternshipexperience,youshouldreflectonyourpersonalgoalsandwhatyouhopetogainthroughtheinternship.Westronglysuggestthatyouassumeresponsibilitiessimilartothoseofschoolleaders.Youareexpectedtoworkwithyoursupervisingprincipaltoidentifyappropriaterolesandresponsibilitiestodemonstrateleadershipknowledgeandskillsalignedwiththe10FPLS.AppendixGprovidesexamplesofactivitiesthatmayfitwithinyourleadershiprolesandresponsibilitiesthatmeetthedifferentstandards.Itisacceptableforanactivitytoreachacrossmorethanoneleadershipstandardaslongasyoucanidentifymultipleelementsoftheactivitythataddressmultiplestandards.(e.g.Assumingacoordinatingpositionforannualprofessionaldevelopmentmayreachacrossmultiplestandards).Topreparefortheinternship,youwillneedto:

Identifyyoursupervisingprincipal.Eachstudentworksinadifferentschoolcontextwiththeirsupervisingprincipal,soitisimportanttorememberthateachstudent’sinternshipisuniqueandreflectstheneedsandrealitiesofthestudentandthestudent’sschool.Atthesametime,itisequallyimportantthatyoudocumentactivitiesacrosstheFloridaPrincipalLeadershipStandards(FPLS).YoushouldbegintoworkwithyoursupervisingprincipalpriortoEDA5503:ThePrincipalshiptoidentifytheactivitiesthatyouwillbeassuming.Givenitsdemands,theInternshipmustoccurintheschoolinwhichyouareemployed.Itisyourresponsibility,alongwithyoursupervisingprincipal,toidentifytheappropriateleadershiprolesandresponsibilitiesthatfulfilltherequirement.

RoleoftheSupervisingPrincipal.DuringtheInternship,yoursupervisingprincipalwillbementoringyouaswellasprovidingformativeandsummativeassessmenttoyou,whichwillbealsosubmittedtothecourseinstructors.ThesupervisingprincipalwillprovideformativefeedbackintheeighthweekoftheprogramaswellassummativefeedbackattheendofthesemesterbycompletingtheInternshipEvaluationform.CompletetheInternshipAgreementForm(AppendixB)

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InternshipRequirements Itisthestudent’sresponsibilitytoprovideproperdocumentationofthedifferentrequirementsoftheInternship:

1.InternshipPlanIntheInternshipPlan,studentswillidentifyanddescribethe40hoursofleadershipactivitiesalignedwiththe10FPLSplannedforeachofthetwosemesters,beginningwithEDA5503:ThePrincipalshipandthenEDA5942:PracticalExperiencesinEducationalLeadership.InthePlan,thestudentbrieflydocumentstheleadershiproleandresponsibilities,specificactivities,thestandardeachactivitymeets,andthehoursspentonit.(SeeAppendixCfortheInternshipPlan,AppendixDforaSampleInternshipPlanandAppendixGforexampleactivities.)2.InternshipJournalOncestudentsbegintheirinternship,theyareexpectedtokeepadetailedInternshipJournalandsubmititduringtheseventhweekofthesemesterandtheendofthesemester.ThisdocumentservesasthedescriptionoftheleadershipactivitiesalignedwitheachofthetenFPLS.IntheInternshipJournal,studentswillalsoexplain:(1)whattheydiscoveredorlearnedthroughtheinternshipactivity,(2)howtheirlearninginfluencedtheirleadershipbeliefsandvision,and(3)whatfurtherleadershipquestionstheywanttopursue.(SeeAppendixEfortheInternshipJournal.)3.SupervisingPrincipal’sInternshipEvaluationFormDuringtheeighthweekofeachcourse,thesupervisingprincipalwillconductaformativeassessmentofthestudents’progressbasedontheinternshipjournalbycompletingtheSupervisingPrincipal’sEvaluationFormwithfeedbackandamid-termratingofTarget,Developing2,Developing1,orUnacceptable.ThestudentswhoreceivedDeveloping1orUnacceptableinanyofthetenFPLSwillbesubjecttotheremediationplan(seethedetailsonpage6).Attheendofthesemester,thesupervisingprincipalwillconductasummativeassessmentwitharatingofTarget,Developing2,Developing1orUnacceptable.EachstudentmustreceiveTargetorDeveloping2foreachstandardbytheendofthesemesterofthePrincipalshipinordertomeettheinternshiprequirementforthiscourse.IfastudentreceivesaDeveloping2,s/hewillreceivedetailedcommentsonhowtoimprovetheirperformancesothattheywillmeet“Target”duringthePracticumcourse.IntheLiveText,itwillbenotedthatthepassinggradeinthePrincipalshipcourseis“Developing2”.Ifastudentreceives“Developing1orUnacceptable,theywillfailthecourseandwillrepeatthecourseinthefollowingsemester.(SeeAppendixFfortheSupervisingPrincipal’sEvaluationForm.)SupervisingprincipalswillbeprovidedalinktoaQualtricssurveytoenterthe

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evaluationratingandcommentsandwhichissetuptosendtheevaluationtothestudentelectronically.TheinstructorsandprogramfacultyhaveaccesstotheQualtricsentries.Inthisway,thesupervisors,instructors,andstudentsdonotneedtoexchangefiles.

IfastudentchangestheactivitiesintheInternshipPlaninthemiddleofthesemester,s/heisrequiredtoresubmitarevisedinternshipplanandgetapprovalfromtheinstructor.BecauseboththeInternshipPlanandInternshipLogwillbereviewedbythesupervisingprincipalincompletingthemid-termandfinalevaluations,itisimportanttokeeptheinternshipplanupdated.TopasstheInternshipRequirementfortheprogram,astudentmustmeetTargetonallstandardsbytheendofthePracticumcourse.

RemediationPlan IfastudentdoesnotmeetTargetorDeveloping2foranyofthetenFPLSduringtheeighth-weekevaluationbythesupervisingprincipalineitherThePrincipalshiporThePracticumcourse,thestudentwillneedtodeveloparemediationplanforthatstandardinconsultationwiththesupervisingprincipalandtheinstructor.Thestudenthasoneweektodeveloptheirremediationplan.Intheremediationplan,thestudentwilllistthestandards,feedbackfromthesupervisingprincipalandtheinstructor,andprovideaspecificplanandtimelinetoaddressthefeedbackforimprovement.Thestudentmaybeaskedtorevisetheinternshipplanifnecessary.Duringtheremainderofthesemester,thestudentwillworkcloselywiththesupervisingprincipalandtheinstructortoimprovetheperformanceintheinternshipactivitiestomeetTargetonalltenstandards.AstudentwhofailstomeetTargetattheendofEDA5503ThePrincipalshipwillbegivenanI=Incompletegradefortheinternship,andwillbegivenanopportunitytomeetTargetbytheseventhweekoftheEDA5942:PracticalExperiencesinEducationalLeadership.IfthestudentfailstomeetTargetforalltenFPLSstandardsbytheendofthesecondsemester,thestudentwillbegivenanFandwillberequiredtoretakethecourse.

EntryRequirements

OrientationAllnewlyadmittedstudentsmustattendavirtualorientationpriortothefirstdayofthefirstsemesterofenrollment.Theorientationwilladdressprogramdegreerequirements,programexpectations,andresourcesthatcanbeaccessedonline

FSUEmailAccountAllstudentsmustregisteranFSUIDandestablishamyFSUstudentemailaccount.Allannouncementsandinternet-basedcommunicationswillgothroughthemyFSUaccount.

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TheprogramandstaffwillonlyrespondtoemailssentthroughthisFSUstudent

emailaccount,sostudentsmustchecktheirstudentemaildaily.

CanvasLearningManagementSystemTheEducationalLeadershipcourseworkwillbeconductedusingtheCanvaslearningmanagementsystem.StudentsmayaccesstheircoursesinCanvasthroughtheirmy.fsu.edustudentaccount.MoreinformationandtrainingresourcesforusingCanvasarefoundathttps://distance.fsu.edu/canvas/.

AdmissiontoEducatorPreparationEDAstudentswhoareseekingFloridaPrincipalshipCertificationarerequiredtocompletetheGraduateApplicationforAdmissiontoEducatorPreparationforEducationalLeadership/AdministrationProgramsbytheendoftheirfirstsemesterofenrollmentfromthissite:https://fsu.qualtrics.com/jfe/form/SV_e3g8G2Z2BBF3tch.NOTE:YouwillnotbepermittedtocontinueintheprogramuntilyouhavemetalltherequirementsforadmissiontoEducatorPreparation.Youmustuploadanelectroniccopyofyourcertificateatthissite.

ESOLRequirementsThisrequirementappliestoEDAstudentswhoareseekingFloridaEducationalLeadershipCertification.TheFloridaDepartmentofEducationrequiresthatEDAstudentswhoareseekingFloridacertificationmustentertheprogramwithanEnglishforSpeakersofOtherLanguages(ESOL)endorsementorESOLhoursrequirementorsatisfytheESOLhourrequirementthroughtheEDA5191LeadershipforDiversitycourse.StudentsmustsubmittheirofficialcertificationwiththeESOLendorsementbeforestartingtheprogram.NotethattheEDA5191LeadershipforDiversitycourseisrequiredforALLstudents;

however,studentsareplacedineitherLevel1orLevel2dependingontheir

credentials.

LiveTextThisrequirementappliestoEDAstudentswhoareseekingFloridaPrincipalshipCertification.Totrackandcollectdataonthesignatureassessments,FSUCollegeofEducationhasadoptedLiveText.LiveTextwillbeusedforstudentstouploadtheirSignatureAssessmentsastheyprogressthroughouttheirprogram.ALiveTextmembershipisrequiredforsuccessfulcompletionoftheirstateapprovedprogram.Students’membershipisgoodforsevenyearsandallowsstudentstoretainevidenceoftheirdemonstrationoftheFPLS.StudentsmustpurchasetheLiveTextmembershipbythefirstdayofthesemesterinwhichtheyareenrolled.InordertopurchaseaLiveTextmembership,studentsshouldgotohttps://www.livetext.com/purchase_membership/.StudentswillneedtofillouttherequiredinformationandselecttheLiveText“StudentMembershipFieldExperienceEditionfromthedropdownmenu.

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Ifstudentshaveanyissueswithregisteringtheirmembership,theyshouldcontactLiveTextatsupport@livetext.comorbyphoneat866-548-3839.ForquestionsaboutprogramrequirementsforLiveText,contactTonyaJonestjones7@fsu.eduorbyphoneat850-644-1627.

AcademicGuidelines

AcademicAdvisementandProgramofStudiesUponenrollmentinanEDAprogram,studentsareassignedafacultyadvisertoassistthemthroughouttheirstudies.ThefacultyadviserwillcompleteaProgramofStudy(POS)listingallthecoursesandscheduleforeachstudent.ThePOSensuresthatyoumeetthecourserequirements.IfforanyreasonyouneedtomakeachangetoyourPOS,discussthechangewithyourfacultyadvisorandsubmitarevisedPOSbeforethesemesterstarts.Ifyouneedtodroporaddacourseafterthesemesterstarts,contactyourfacultyadvisor.ThefinalversionofthePOSdocumentmustbesignedelectronicallyviaDocuSignorAdobeSignbythefacultyadvisorandtheDepartmentChair.StudentsareadvisedthatDocuSignisofferedfreelyaspartofstudentservicesandmaybeaccessedusing

docusign.fsu.edu.Itisthestudent’sresponsibilitytomakesurethathe/shehasmetalldegreerequirements.Departmentfacultyandstaffwillregisteryouforcoursespriortoeachsemester,basedonyourPOS.Beforeregistration,youwillneedtologintoyourmyFSUaccountandclearanyholdsthatmayhavebeenplacedonyouraccount.Holdscanbeforavarietyofacademicand/orfinancialreasons.YoumustclearallHoldsonyouraccounttoavoidadelayincourseregistration.

SignatureAssessmentsSignatureAssessmentsarecompletedineachcorecoursetoassessstudentknowledgeandmasteryoftheFPLS.AppendixHliststhe10FPLSandwhichstandardseachsignatureassessmentisaddressing.SignatureAssessmentsaregradedona4-pointscalerubric(Unacceptable,Developing1,Developing2,Target).StudentsmustreachtheTargetleveloneachSignatureAssessmenttosuccessfullycompletethecorecourseinwhichitisassigned.EDAstudentswhoareseekingFloridaPrincipalshipCertificationwillsubmitSignatureAssessmentsthroughbothLiveTextandCanvascoursesite.EDAstudentswhoaredegreeseekingwillsubmitSignatureAssessmentsthroughtheCanvascoursesiteonly. EachcorecoursecontainsatleastoneSignatureAssessment.SignatureAssessmentshavebeenidentifiedbytheCollegeofEducationtoassessstudents’masteryoftheFPLS.StudentsareexpectedtoachievearatingofTargetonallSignatureAssessments.StudentsreceivingaratingofDeveloping2,Developing1,orUnacceptablewillreceivefeedbackfromtheinstructortoremediatetheSignatureAssessmentandwillneedtoresubmittheSignatureAssessmentduringthecoursebytheduedatespecifiedbytheinstructor.AgradeofanIncompletewillbegivenifastudentreceivedDeveloping2attheendofthesemester.ThestudentmustreceiveTargetonaresubmittedSignatureAssessmentbytheendofthefollowingsemestertoconvertanIncompletegradetoapassinggrade.

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Otherwise,theIncompletegradewillturnintoagradeof“F”,whichrequiresthestudenttoretakethecourseinalatersemesterinconsultationwiththeadvisor.IfastudentfailstosubmitaSignatureAssessmentorreceivesDeveloping1orUnacceptableattheendofthesemester,agradeof“F”willbegiven,whichrequiresthestudenttoretakethecourseinalatersemesterinconsultationwiththeadvisor.SignatureAssessmentsforEDA5503:ThePrincipalshipandEDA5942Practical

ExperiencesinEducationalLeadership

ThisrequirementappliestoEDAstudentswhoareseekingFloridaPrincipalshipCertification.InternshipisevaluatedbyaSignatureAssessment.TheInternshipJournalandSupervisingPrincipal’sInternshipMid-SemesterandFinalEvaluationFormsmustbecompletedanduploadedintoLiveTextforapprovalbytheinstructor.Toreceiveapassinggrade,studentsmustreceiveatleastDeveloping2bytheendofthePhaseIinternship.ThePhaseIinternship,agradeofanIncompletewillbegivenifastudentreceivesDeveloping1attheendofthesemester.ThestudentisrequiredtoreceiveDeveloping2bythe7thweekofthePhaseIIinternshipcoursetoconverttheIncompletegradetoapassinggrade.IfastudentreceivesanUnacceptablerating,s/hewillreceiveagradeof“F”andwillrepeatthecourseinthefollowingsemester.InthePhaseIIinternship,ifastudentreceivesDeveloping2,Developing1orUnacceptableattheendofthesemester,s/hewillreceiveagradeof“F”andmustretakethecourseinthefollowingsemester.

ContinuousEnrollmentContinuousenrollmentatFloridaStateUniversityisdefinedasenrollmentwithoutaninterruptionoftwoormoreconsecutivesemesters(includingSummerterm).EarningcreditsatotherinstitutionsduringanysemesterwhilenotregisteredatFloridaStateUniversitywillnotconstitutethatstudent’scontinuousenrollmentattheUniversity.StudentswhoarenotenrolledattheUniversityfortwoormoreconsecutivesemesters,andwhoarenotonapprovedleaveofabsence,willbeautomaticallydroppedfromtheprogram.Toresumetheprogram,theymustapplyforreadmission.

GradePointAverage(GPA)RequirementStudentsmustmaintainacumulative3.0GPAeachsemestertoremainenrolledintheprogram.AnystudentwhoseGPAfallsbelowa3.0willbeplacedonacademicprobation.Ifthestudentsonacademicprobationfailstomeet3.0GPAinonesemester,thestudentwillbeacademicallydismissed.Forinformationalpurposesonly,youmaycalculateyourGPAusingtheonlineGPAcalculatorat:http://myweb.fsu.edu/phanowel/gpa/gpacalc.html.StudentsinthemodifiedcertificateprogrammustearnaminimumofaBforacoursetocounttowardsdegreerequirements.MastersorSpecialiststudentsmustearnaminimumofaC-foracoursetocounttowardsdegreerequirements.Regardlessofthegradereceivedforeachcourse,allstudentsmustmeetacumulativeGPAof3.0.

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AcademicCreditPoliciesThefollowingpoliciesapplytostudents’academiccredit.

1. Creditearnedmorethan7yearspriortograduationcannotbeusedtowardsthedegree.

2. Credithoursearnedasaspecialstudent(non-degreeseeking)donotautomaticallycountasgraduatedegreecredits.However,ifapprovedbyastudent’sadvisor,upto12hoursofcreditgraded“B”orbetterforthesamecorecoursesmaybeused.Itisthestudent’sresponsibilitytolistsuchcreditsontheprogramofstudy.

3. Amaximumof6hoursoftransfercreditfromanotherinstitutionmaybeusedas

electivecoursestowardsagraduatedegreeifthosecreditshavenotalreadybeenusedtowardsadifferentdegree.Notransfercreditfromanotherinstitutioncancountascorecourses.Theacademicadvisorwillevaluatealltransfercredit.Itisthestudent’sresponsibilitytolistsuchtransfercreditontheprogramofstudyandtosubmitanofficialtranscriptfromtheinstitutionaswellassupportingdocumentation(e.g.,syllabus)totheacademicadvisortoseekapproval.Transfercreditisnotautomatic,andonlytheleadership-relatedcoursesapprovedbythestudent’sadvisorcanbetransferred.Onceitisapproved,theadvisorwillsubmitatransfercreditformalongwiththePOSform.

4. PleaseNOTE:Nostudentmaybeawardedmorethan12hoursofcombinednon-degreestudentand/ortransfercredit.Thismeansthatastudentwishingtopost6hoursofgraduatecredit,whichhasnotbeenpostedunderapreviousdegree,canbeawardednomorethan6hoursofnon-degreestudentcredit.

5. Credithoursforcoursesgradedbelow“C-”willnotapplytowardthedegreebutare

computedinthegraduateGPA.IfastudentreceivesagradebelowC-foracorecourseintheprogram,thestudentneedstoretakethecoursetofulfillthecourserequirement.

CourseDropandAddStudentswhoneedtodroporaddacoursemustfirstcontacttheacademicadvisor.Thedroporadddeadlineisthefourthdayafterthesemesterstarted.Afterthedeadline,thestudentwillbechargedalateregistrationfeeof$100todroporaddacourse.Studentscandropacourseuntiltheseventhweekofthesemesterwithoutthepermissionoftheacademicdeanandwithoutreceivingagradeattheendofthesemester.Studentsare100%feeliableforthecourse.Ifastudentisdroppingallthecoursesafterthedropandadddeadline(fourthdayofthesemester),thestudentmustfirstobtaintheacademicadvisor’sapproval,revisethePOSwiththeadvisor,andcontactLisaBeverly(lbeverly@fsu.edu)withtheOfficeofAcademicServicesandInternSupport(OASIS)andtheacademicspecialist,DebHam-Kelly(dhamkelly@fsu.edu)sothattheycanexplainthetermwithdrawalprocessandfinancialimplications(seeWithdrawalsectionbelow).

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IncompleteGradePolicyIncomplete("I")grademayberecordedinexceptionalcasesonlywhenastudent,whohascompletedasubstantialportionofthecourseandwhoisotherwisepassing,isunabletocompleteawell-definedportionofacourseforreasonsbeyondthestudent'scontrol.Studentsinthesecircumstancesmustpetitiontheinstructorandshouldbepreparedtopresentdocumentationthatsubstantiatestheircase.Incompletegradesshouldnotbegrantedtoallowstudentstodoextracourseworktoincreasetheirgrade.Theauthorityfordeterminingwhethertograntanincompletegraderestssolelywiththeinstructor.AnIncompleteGradeautomaticallyrevertstoan“F”attheendofthesemesterthathasbeenspecifiedbytheinstructorunlessoneoftwoconditionsaremet:

1. Uponcompletionoftheagreed-uponwork,theinstructorsubmitsagrade-changeformthatreplacesthe“I”withthefinalgradeforthecourse.

2. Theinstructorsubmitsaseparate“IncompleteExtensionofTime”formtotheOfficeoftheUniversityRegistrarbeforetheendofthesemesterinwhichthe“I”issettoexpire.

FurtherdetailsregardingtheIncompleteGradePolicycanbefoundattheGraduateeditionoftheFSUGeneralBulletin:https://registrar.fsu.edu/bulletin/graduate/.

GradeAppealThepurposeofthegradeappealssystemistoaffordanopportunityforanundergraduateorgraduatestudenttoappealafinalcoursegradeundercertaincircumstances.Facultyjudgmentofstudents'academicperformanceisinherentinthegradingprocessandhenceshouldnotbeoverturnedexceptwhenthestudentcanshowthatthegradeawardedrepresentsagrossviolationoftheinstructor'sownspecifiedevaluation(grading)statementandthereforewasawardedinanarbitrary,capricious,ordiscriminatorymanner.Theevaluation(grading)statementutilizedduringthegradeappealsprocessistheonecontainedintheinstructor'ssyllabusatthebeginningofthesemester.Fordetailedinstructionsontheprocess,pleasereviewthe"GradeAppealsSystem"document.Thissystemdoesnotapplytopreliminaryorcomprehensiveexamsortothesisordissertationdefenses;theseissuesarereviewedbytheStudentAcademicRelationsCommitteeviatheOfficeofFacultyDevelopmentandAdvancement.ThenewlyapprovedgradeappealspolicythatgoesintoeffectFALL2020canbefoundathttps://fda.fsu.edu/sites/g/files/upcbnu636/files/Media/Files/Grade%20Appeals/FS_Approved-Grade_Appeals.pdf

LeaveofAbsenceUnderspecialcircumstances,graduatestudentsmayapplyforaleaveofabsencefromtheUniversityforaspecificperiodofuptothreeconsecutivesemesters(includesSummerterm).Thecircumstancesjustifyingaleaveincludebutarenotlimitedto:personalorfamilymedicalconditions,calltoactivemilitaryduty,parentalleave,ordeathinimmediatefamily.Thestudentmustprovideappropriatedocumentationandarationalefortheleaverequest.Toapplyforaleaveofabsence,astudentmustcontacttheacademicadvisorandcompletetheRequestforLeaveofAbsenceFormwithappropriatedocumentation.After

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thefacultyadvisorandtheProgramDirectorapprovetheapplication,itshouldthenbeforwardedtothedepartmentheadandsubsequentlytothecollegedeanforconsideration.Ifapprovedatalloftheselevels,thecollegedeanshouldnotifytheRegistrarandtheDeanoftheGraduateSchoolofthedecision.Thecollegedeanshouldalsonotifythestudentofthedecision(approvedordenied).TheRegistrarwillplaceanotationonthestudent’srecord.AstudentwhoisdeniedarequestforleaveatanystepmayappealthedecisiontotheDeanoftheGraduateSchool.FurtherdetailontheLeaveofAbsencePolicycanbefoundintheFSUGraduateBulletinavailableathttp://registrar.fsu.edu/bulletin/graduate/.

WithdrawalTermWithdrawal

Allgraduatestudentswhowishtodropallthecoursesafterthedrop/adddeadlinemustformallywithdrawforthesemester.Droppingallclassesdoesnotconstituteformalwithdrawal.Studentswhodonotattendclassesandfailtowithdrawwillbeassignedgradesof“F”foreachcourse.Beforeinitiatingthewithdrawalprocess,thestudentmustcontacttheacademicadvisorandtheprogramdirector.Aftertheadvisoranddirectorapproveyourrequest,Ms.LisaBeverly(lbeverly@fsu.edu),Co-DirectorforGraduateStudiesintheOfficeofAcademicServicesandInternSupport(OASIS),willexplainthewithdrawalprocessandfinancialimplications.PermanentWithdrawal

Towithdrawpermanentlyfromtheprogram,thestudentmustcontacttheacademicadvisorandtheprogramdirectorwithareasonforapermanentwithdrawal.Ms.LisaBeverly(lbeverly@fsu.edu),Co-DirectorforGraduateStudiesintheOfficeofAcademicServicesandInternSupport(OASIS),willexplainthewithdrawalprocess.Ifastudentdecidestoresumetheprogramatalatertime,thestudentneedstoapplyforre-admissiontotheuniversityandtheprogram.Studentshavesevenyearsfromthesemesterofthefirstenrollmenttocompletethedegree.FurtherdetailsonwithdrawalscanbefoundintheFSUGraduateBulletinavailableathttp://registrar.fsu.edu/bulletin/graduate/

ProgramCompletionRequirements

GraduationApplicationThisrequirementappliestoMaster’sandSpecialiststudentsonly.Master’sandSpecialiststudentsmustapplyforgraduationduringtheFIRSTTWOWEEKSofthesemesterinwhichgraduationisplanned.Notifytheprogramdirectorifyoudonotplantograduateduringthesemesterforwhichyouhaveapplied.Toapplyforgraduation:

1. Loginathttps://my.fsu.edu.2. UndermyFSULinksontheleft-handsideofthescreen,clicktheSCicon.

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3. UndertheAcademicsarea,clickthedropdownboxarrowandselectApplyforGraduation.

TheprogramdirectorwillsubmitcertificationcompletiondocumentsfortheModifiedCertificatestudentsatthecompletionoftheirprogramrequirements.

CompletionRequirementsInordertograduateorcompletetheEDAprogram,allstudentsmustmeetallofthefollowingrequirements:

• Completionofrequiredcourseworkwithaminimum3.0cumulativeGPA• Successfulcompletionof165hoursoffieldexperiences,ofwhichatleast40hours

areconductedatasecondschoolsite.• Completionofexitsurvey

EDAstudentswhoareseekingFloridaPrincipalshipCertification,mustcompletethepreviouslydescribedrequirementsANDthefollowingrequirements:

• Successfulcompletionof80hoursofinternship• PassingscoresinallsubtestsoftheFloridaEducationalLeadershipExamination

(FELE)

FELERequirementsThisrequirementappliestoEDAstudentswhoareseekingFloridaPrincipalshipCertification.CandidatesseekingcertificationinEducationalLeadershipinthestateofFloridaarerequiredbyFloridaStateBoardofEducationRule6A-4.00821,FAC,totakeandpassallthreesubtestsoftheFloridaEducationalLeadershipExamination(FELE).TheFELEconsistsofthreesubtests:

Subtest1–LeadershipforStudentLearningSubtest2–OrganizationalDevelopmentSubtest3–SystemsLeadership

• Multiplechoice• WrittenPerformanceAssessment

StudentsmustpassallsubtestsoftheFELEpriortotheendofthesemesterinwhichtheyintendtocompletetheirprogramofstudy.StudentsarerequiredtotaketheFELEexamnolaterthanthe3rdweekofthelastsemestertoallowsufficienttimeforretakes.However,studentsareencouragedtotaketheFELEassoonastheyfeelreadybeforethisdeadline.Studentsmustwait31daysbetweenretakesoffailedsubtest(s).AtthetimeofregistrationfortakingtheFELE,studentsshouldrequestthatanofficialscorereportbesenttoFSU.Students’unofficialscorereportscannotbeacceptedasdocumentationofpassingtheFELE.OnlyofficialscorereportsissuedbytheFELEtestingsitecanbeaccepted.FormoreinformationontheFELE,visit:

• http://www.fldoe.org/accountability/assessments/postsecondary-assessment/fele/

• http://www.fl.nesinc.com/

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FELERemediationPlanTheprogramdirectorwillpreparearemediationplanforstudentwhohasfailedtopassasubtestfortheFELEtwice.Thespecificplanandthetypesofassistancewillbedeterminedonacase-by-casebasis.TheFELERemediationPlanwillincludereferencestocourseworkandotherresourcesthatalignwiththesubtest(s)thatwerefailed.Thestudentwillsignanddatetheplanindicatingacknowledgementoftheresourcestousefortestpreparation.

StudentStatusFollowingCourseworkCompletionandPassingFELEAstudentwhohasanactivestatusintheEducationalLeadershipProgramandhasfailedanyofthesubtestsfortheFELEduringthefinalsemesterofcoursework,willneedtopassallsubtestsoftheFELEbytheendofthefollowingconsecutivesemester(includingsummer)toretainanactivestatus.If,attheendofthesemesterthatfollowsthesemesterofcompletingcoursework,astudentstillhasfailedtopassallsubtestsoftheFELE,thenthestudentmustregisterforaone-creditDIShourforthesecondconsecutivesemesterfollowingcompletionofcoursework.

AddingEducationalLeadershipCertificatetoYourProfessionalTeachingCertificateOncestudentshavecompletedallprogramrequirementsforFloridaPrincipalshipCertification,theFSUOfficeoftheUniversityRegistrarwillincludeontheirofficialtranscriptthattheyhavecompletedastate-approvedEducationalLeadershipprogram.StudentsareresponsibleforapplyingdirectlytotheFloridaDepartmentofEducation,BureauofCertificationforrevisingtheirprofessionalcertificationtoincludetheEducationalLeadershipcertification.ForaccessingtheBureauofCertificationwebsite,pleasegotohttp://www.fldoe.org/teaching/certification/.

ProgramExpectations

ScholarlyWritingWritingascholarlypaperisoneofthefirstchallengesthatfacesthenewgraduatestudent.Thescholarlypaperdiffersfromotherwritinginfourfundamentalareas:

• Content: thecontentofascholarlypaperischaracterizedbycriticalthinkingincluding:comparisonandcontrast,evaluation,analysis,synthesis,andintegrationinordertoformnewinsights,drawconclusions,andapplytoarealsituation.

• References: ascholarlypaperisbuiltonasolidfoundationofscholarlyreferences.FSUstudentscanaccesstheFSULibrarySystemfromCanvaswheretheyhaveaccesstoseveraleducationwarehouses(ERIC,WilsonScienceComplete,JSTOR,etc.).Fromthelibrarywebsite,theycanfindthe“offcampuslog-in’andregisterusingtheirFSUIDusername.

• Format: allpapers,discussionboardposts,andassignmentsshouldadheretoAPA(7thedition)formattingguidelines.

• TheWritingProcess: Qualitywritingisacornerstoneofgraduatework.Writingascholarlypaperisaniterativeprocessofwriting,assessment,feedback,

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revision,andassessment.Youwillreceivefeedbackonyourwritingintheprogram,youwillalsobeexpectedtoresubmitSignatureAssessmentintheeventtheydonotmeetTarget.FSUhasresourcesavailablethroughtheReading-WritingCenter.Youcanaccesstheseproactivelyoryoumaybeaskedtousetheirresourcesbyinstructors.

EthicalStudentConductFloridaStateUniversity’sAcademicHonorCode

• University’sexpectationsfortheintegrityofstudents’academicwork• Usingappropriatemethodsofresearch,thinkingandwritingcanhelp

maintainacademichonesty.SeetheentireCodeat:http://fda.fsu.edu/sites/g/files/imported/storage/original/application/0ab8e9de6a98c1377d68de9717988bda.pdf

FSUAcademicandProfessionalProgramServicesalsoaddressesintegrityinstudentacademicwork:• Theexpectationisthatstudentsthink,dotheirownwork,andciteother’swork• Plagiarismisgroundsforsuspensionfromtheuniversityaswellasfailureinthe

student’scoursework• Plagiarismisintentionallypresentingtheworkofanotherasone’sown.

Typicalexamplesinclude:o Usinganother’sworkfromprint,theweb,orothersources

withoutacknowledgingthesourceo Quotingfromasourcewithoutcitationo Usingfacts,figures,graphs,chartsorotherinformationwithout

acknowledgingthesource

TitleIXStatementAsarecipientofFederalfinancialassistanceforeducationactivities,FSUisrequiredbyTitleIXoftheEducationAmendmentsof1972toensurethatallofitseducationprogramsandactivitiesarefreefromdiscriminationonthebasisofsex.Sexualdiscriminationincludessexualmisconduct(sexualviolence,stalking,intimatepartnerviolence,gender-basedanimosityandgenderbasedstereotyping).IfyouhavequestionsaboutTitleIXorwishtofileaTitleIXcomplaint,pleasevisittheFSUTitleIXwebsite:www.titleix.fsu.eduorcalltheTitleIXDirector850-644-6271.PleasenotethatasResponsibleEmployees,allfacultyarerequiredtoreportanyincidentsofsexualmisconducttotheTitleIXOffice.TheVictimAdvocateProgramatFSUhasaconfidentialadvocateoncalltwenty-fourhoursadaytorespondtoFSUstudents,faculty,andstaffwhoarevictimized,oranyotherpersonwhoisvictimizedonourcampus,orbyanFSUstudent.DaytimePhone:850.644.7161,850.644.2277,or850.645.0086.Nights,Weekends&Holidays850.644.1234(FSUPD)Asktospeaktotheon-calladvocate.

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SexualHarassmentPolicySexualharassmentisaformofdiscriminationbasedonaperson'sgender.SexualharassmentiscontrarytotheUniversity'svaluesandmoralstandards,whichrecognizethedignityandworthofeachperson,aswellasaviolationoffederalandstatelawsandUniversityrulesandpolicies.SexualharassmentcannotandwillnotbetoleratedbytheFloridaStateUniversity,whetherbyfaculty,students,orstaff;orbyotherswhileonpropertyownedbyorunderthecontroloftheUniversity.

NetiquetteConsideringthatallclassestakeplacethroughDiscussionsusingtheCanvaslearningmanagementsystem,Discussionshaveitsownculture;itisimportanttohaveareferencepointforsuccessfulparticipationinthiscyberspaceenvironment. BemindfuloftheCoreRulesofNetiquettetakenfromVirginiaShea’sBookandWebsite-http://www.albion.com/netiquette/corerules.html

Rule1: RemembertheHumanRule2: AdheretothesamestandardsofbehavioronlinethatyoufollowinreallifeRule3: KnowwhereyouareincyberspaceRule4: Respectotherpeople’stimeandbandwidthRule5: MakeyourselflookgoodonlineRule6: ShareexpertknowledgeRule7: HelpkeepflamewarsundercontrolRule8: Respectotherpeople’sprivacyRule9: Don’tabuseyourpowerRule10:Beforgivingofotherpeople’smistakes

AmericanswithDisabilitiesActStudentswithdisabilitiesneedingacademicaccommodationshould:

• registerwithandprovidedocumentationtotheOfficeofAccessibilityServices;and • bringalettertotheinstructorindicatingtheneedforaccommodationandwhattype.

Please note that instructors are not allowed to provide classroom accommodations to astudent until appropriate verification from the Office of Accessibility Services has beenprovided.Syllabiandotherclassmaterialsareavailableinalternativeformatuponrequest.

FormoreinformationaboutservicesavailabletoFSUstudentswithdisabilities,contactthe:OfficeofAccessibilityServices874TraditionsWay108StudentServicesBuildingFloridaStateUniversityTallahassee,FL32306-4167(850)644-9566(voice)(850)644-8504(TDD)sdrc@admin.fsu.eduhttp://www.disabilitycenter.fsu.edu/

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FacultyExpectationsStudentscanexpectfacultyto:

• Beavailableandrespondtostudentquestionswithin48hours,howeveralongerwindowofresponsetimemaybeneededduringholidaysandweekends.

• Provideguidanceforsuccessinthecourseworkandacquisitionofknowledgeandskill.

• Providetimelyfeedbacktostudentsthatfacilitatesanunderstandingandmasteryofthecontent.

• Shareexpertisethroughexperience,academicresources,andvariousmodalitiesoftechnologyintegratedintothetechnologyformat.

Facultyexpectstudentsto:• Beprofessionalintheircommunicationandconsciousoftoneandcontentwhen

communicatingintheonlineenvironment.• Bereasonablewithrequestsrealizingthatinstructorscarrymanyrolesand

responsibilitiesoutsideofbeingtheinstructorinthecourse.• Communicateinadvanceofeventsrelatedtoturninginassignments.

SkillsforSuccessfulOnlineLearning• Self-disciplinedandself-motivated• Highlyorganized• Effectiveskillsintimemanagement• Effectivelyuseandnavigatethetechnologyandlearningplatform• Effectivewrittencommunicationskills• Aptitudetouseresourcesavailableonlineaswellastechnologysupport.Toaccess

theOfficeofDistanceLearning'sTechnicalSupport,goto:https://canvas.campus.fsu.edu/kb/article/801-about-fsu-odl-technical-support

FinancialResources

Grants,FellowshipsandScholarships

Fundingisavailablefromtheuniversityandfromoutsidesources.Graduatestudentswillneedtotaketheinitiativetobeinformedofpossiblefundingsourcesandcompletetheapplicationprocess.Studentswillneedtoplanaheadastheymayneedtoapplyasmuchas12to18monthsinadvanceofthedesiredfundingdate.Thesitesbelowprovidevariousfundingresourcesitesandoptions.

FloridaStateUniversityOfficeofFinancialAid

• https://financialaid.fsu.edu/

ThispageprovidesinformationfromFSU’sOfficeofFinancialAidonloans,grants,andotherresourcesforstudentstofinancetheireducation:

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CollegeofEducationFinancialResources

• https://education.fsu.edu/student-resources/scholarships-and-aid

ThispageprovidesinformationaboutfinancialresourcesavailabletoCollegeofEducationstudents:

GraduateSchoolFellowshipsandGrants

• http://gradschool.fsu.edu/funding-awards/graduate-school-fellowships-and-grants

Thispageprovidesinformationaboutscholarship,assistantship,andfellowshipsawardedtograduatestudentsbythegraduateschoolofFSU.CertificatesEarnedThroughSponsoringaUniversityStudentIntern

Tousecertificatesearnedthroughsponsoringauniversitystudentforinternshipinyourclassroom,contactMeredithHigginsatmhiggins@fsu.edu.

ProgramContactInformation DepartmentChair/Director/GraduateAssistants

Dr.MotokoAkibaDepartmentChairandProfessor,EducationalLeadership&PolicyStudiesmakiba@fsu.eduDr.ChristopherSmallProgramDirectorCourse:EDA5191LeadershipforDiversity EDA5192EducationalLeadership

EDA5503ThePrincipalshipEDA5507PlanningEffectiveInstruction

clsmall@fsu.eduDebHam-KellyAcademicSpecialist,EducationalLeadership&PolicyStudiesdhamkelly@fsu.eduMelbaMarin-VelasquezGraduateAssistantmmarinvelasquez@fsu.eduStephenBunnGraduateAssistantsbunn@fsu.edu

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Staff

JimmyPastranoAcademicProgramSpecialist,EducationalLeadership&PolicyStudiesjpastrano@fsu.eduLisaBeverlyCo-DirectorforGraduateStudies,OfficeofAcademicServicesandInternSupport(OASIS)lbeverly@fsu.eduTonyaJonesLiveTextCoordinatortjones7@fsu.eduFacultyandInstructors

Dr.PeterBrugginkAdjunctProfessorCourse:EDA5219ResourceManagementforEducationalLeaderspbruggink@fsu.eduDr.AllenBurchAdjunctProfessorCourse:EDA5942PracticuminEducationalLeadership EDA5069EthicsinEducationalLeadershipaburch@fsu.eduDr.CarolynHerringtonProfessor,EducationLeadership&PolicyStudiesCourse:EDA5508TeacherLeadershipDevelopmentcherrington@fsu.eduDr.CarlaParedes-DoolinCo-instructorCourse:EDA5508TeacherLeadershipDevelopmentcparedes@fsu.eduDr.CourtneyPrestonAssistantProfessor,EducationalLeadership&PolicyStudiesCourse:EDA5231ApplicationsofPolicycpreston@fsu.eduDr.StaceyRutledgeAssociateProfessor,EducationalLeadership&PolicyStudiesCourse:EDA5504InstructionalLeadershipsarutledge@fsu.edu

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Dr.LynnWickerAdjunctProfessorCourse:EDA5232LegalAspectsofPublicSchoolAdministration EDA5507PlanningEffectiveInstruction lwicker@fsu.eduDr.IrisWilsonCo-instructorCourse:EDA5504InstructionalLeadershipiwilson@fsu.edu

OtherResourcesforStudents

GraduateCertificateProgramsTheCollegeofEducationandtheUniversityoffersawidevarietyofgraduatecertificateprogramsthatfurthercomplementandstrengthenthemarketabilityofstudents’degree.CertificatesinELPS:ProgramEvaluationInstitutionalResearchOtherCOEProgramsofInterest:

EducationalMeasurementandStatistics

HumanPerformanceTechnology(HPT)

Coaching(online)

OnlineInstructionalDevelopmentTESOLCertificateProgramLeadershipStudiesAcompletelistofthegraduatecertificateprogramsofferedatFloridaStateUniversitymaybefoundatthewebsiteFSUGraduateCertificatePrograms

CanvasSite:EDAResourceSiteTheEDAResourceSiteintheCanvasonlinelearningmanagementplatform,isdesignedtobeacomprehensiveone-stopresourcesitetohelpstudentsprogressthroughtheprogram,startingfromadmissionsthroughprogramcompletion.Topicsareseparatedintolabeledmodules.PertinentandtimelyannouncementsarealsopostedontheEDAResourceSite.AdirectoryoffacultyandstaffmemberscanbedisplayedintheContactssection.Canvas

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canbeaccessedbyEDAstudentsthroughtheirmyFSUaccount.QuestionsregardingtheEDAResourceSiteshouldbeemailedtoDebHam-Kellyatdhamkelly@fsu.edu.

ELPSMailingListAllELPSgraduatestudentsarestronglyencouragedtojointhedepartmentalELPSMailingList.Themailinglistservesasaforumforcommunicationbetweenandamongstudentsandfacultyinthedepartment,includingimportantnotificationaboutassistantships,jobs,internships,newelectivecoursesandotheropportunities.Tobeincludedonthelist,studentsmustregisteratthewebsitehttps://lists.fsu.edu/mailman/listinfo/elps

HelpfulLinks• TheOfficeofGraduateStudies• InformationforNewandCurrentStudents• ProfessionalDevelopmentWorkshopSeries• FundingandAwards• ResearchinReview:amagazineforresearchatFSU• ResponsibleConductofResearch:freecourse• HealthInsuranceSubsidyforQualifiedGraduateStudents• FSUGraduateBulletin[allthemostup-to-dateuniversitypoliciesandprocedures]

CongressofGraduateStudents

AcademicAssistanceOn-campustutoringandwritingassistanceisavailableformanycoursesatFloridaStateUniversity.Formoreinformation,visittheAcademicCenterforExcellence(ACE)TutoringServices’comprehensivelistofon-campustutoringoptions-seehttp://ace.fsu.edu/tutoringorcontacttutor@fsu.edu.High-qualitytutoringforfundamentalconceptsinmath,statistics,scienceandadditionalsubjectareatutoringisavailablebyappointmentandonawalk-inbasis.Theseservicesareofferedbytutorstrainedtoencouragethehighestlevelofindividualacademicsuccesswhileupholdingpersonalacademicintegrity.TheFloridaStateUniversityReading-WritingCenterandDigitalStudioofferswritingsupporttoallFSUstudents:http://wr.english.fsu.edu/reading-writing-center.OfficeofDistanceLibraryServicesathttps://www.lib.fsu.edu/odlsCOE’sLearningResourceCenter–StatisticalandResearchDesignAssistance

Appendix A: Florida Leadership Standards Student Outcome: Students will demonstrate: Mastery of the Florida Principal Leadership Standards.

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Purpose and Structure of the Standards

Purpose: The Standards are set forth in rule as Florida’s core expectations for effective school administrators. The Standards are based on contemporary research on multi-dimensional school leadership, and represent skill sets and knowledge bases needed in effective schools. The Standards form the foundation for school leader personnel evaluations and professional development systems, school leadership preparation programs, and educator certification requirements.

Structure: There are ten Standards grouped into categories, which can be considered domains of effective leadership. Each Standard has a title and includes, as necessary, descriptors that further clarify or define the Standard, so that the Standards may be developed further into leadership curricula and proficiency assessments in fulfillment of their purposes.

Domain 1: Student Achievement:

Standard 1: Student Learning Results. Effective school leaders achieve results on the school’s student learning goals.

a. The school’s learning goals are based on the state’s adopted student academic standards and the district’s adopted curricula; and

b. Student learning results are evidenced by the student performance and growth on statewide assessments; district-determined assessments that are implemented by the district under Section 1008.22, F.S.; international assessments; and other indicators of student success adopted by the district and state.

Standard 2: Student Learning as a Priority. Effective school leaders demonstrate that student learning is their top priority through leadership actions that build and support a learning organization focused on student success. The leader:

a. Enables faculty and staff to work as a system focused on student learning; b. Maintains a school climate that supports student engagement in learning; c. Generates high expectations for learning growth by all students; and d. Engages faculty and staff in efforts to close learning performance gaps among student

subgroups within the school.

Domain 2: Instructional Leadership:

Standard 3: Instructional Plan Implementation. Effective school leaders work collaboratively to develop and implement an instructional framework that aligns curriculum with state standards, effective instructional practices, student learning needs and assessments. The leader:

a. Implements the Florida Educator Accomplished Practices as described in Rule 6A-5.065, F.A.C. through a common language of instruction;

b. Engages in data analysis for instructional planning and improvement; c. Communicates the relationships among academic standards, effective instruction, and

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student performance; d. Implements the district’s adopted curricula and state’s adopted academic standards in a

manner that is rigorous and culturally relevant to the students and school; and e. Ensures the appropriate use of high quality formative and interim assessments aligned

with the adopted standards and curricula.

Standard 4: Faculty Development. Effective school leaders recruit, retain and develop an effective and diverse faculty and staff. The leader:

a. Generates a focus on student and professional learning in the school that is clearly linked to the system-wide strategic objectives and the school improvement plan;

b. Evaluates, monitors, and provides timely feedback to faculty on the effectiveness of instruction;

c. Employs a faculty with the instructional proficiencies needed for the school population served;

d. Identifies faculty instructional proficiency needs, including standards-based content, research-based pedagogy, data analysis for instructional planning and improvement, and the use of instructional technology;

e. Implements professional learning that enables faculty to deliver culturally relevant and differentiated instruction; and

f. Provides resources and time and engages faculty in effective individual and collaborative professional learning throughout the school year.

Standard 5: Learning Environment. Effective school leaders structure and monitor a school learning environment that improves learning for all of Florida’s diverse student population. The leader:

a. Maintains a safe, respectful and inclusive student-centered learning environment that is focused on equitable opportunities for learning and building a foundation for a fulfilling life in a democratic society and global economy;

b. Recognizes and uses diversity as an asset in the development and implementation of procedures and practices that motivate all students and improve student learning;

c. Promotes school and classroom practices that validate and value similarities and differences among students;

d. Provides recurring monitoring and feedback on the quality of the learning environment; e. Initiates and supports continuous improvement processes focused on the students’

opportunities for success and well-being. f. Engages faculty in recognizing and understanding cultural and developmental issues

related to student learning by identifying and addressing strategies to minimize and/or eliminate achievement gaps.

Domain 3: Organizational Leadership:

Standard 6: Decision Making. Effective school leaders employ and monitor a decision-making process that is based on vision, mission and improvement priorities using facts and data. The leader:

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a. Gives priority attention to decisions that impact the quality of student learning and teacher proficiency;

b. Uses critical thinking and problem solving techniques to define problems and identify solutions;

c. Evaluates decisions for effectiveness, equity, intended and actual outcome; implements follow-up actions; and revises as needed;

d. Empowers others and distributes leadership when appropriate; and e. Uses effective technology integration to enhance decision making and efficiency

throughout the school.

Standard 7: Leadership Development. Effective school leaders actively cultivate, support, and develop other leaders within the organization. The leader:

a. Identifies and cultivates potential and emerging leaders; b. Provides evidence of delegation and trust in subordinate leaders; c. Plans for succession management in key positions; d. Promotes teacher–leadership functions focused on instructional proficiency and student

learning; and e. Develops sustainable and supportive relationships between school leaders, parents,

community, higher education and business leaders.

Standard 8: School Management. Effective school leaders manage the organization, operations, and facilities in ways that maximize the use of resources to promote a safe, efficient, legal, and effective learning environment. The leader:

a. Organizes time, tasks and projects effectively with clear objectives and coherent plans; b. Establishes appropriate deadlines for him/herself and the entire organization; c. Manages schedules, delegates, and allocates resources to promote collegial efforts in

school improvement and faculty development; and d. Is fiscally responsible and maximizes the impact of fiscal resources on instructional

priorities.

Standard 9: Communication. Effective school leaders practice two-way communications and use appropriate oral, written, and electronic communication and collaboration skills to accomplish school and system goals by building and maintaining relationships with students, faculty, parents, and community. The leader:

a. Actively listens to and learns from students, staff, parents, and community stakeholders; b. Recognizes individuals for effective performance; c. Communicates student expectations and performance information to students, parents,

and community; d. Maintains high visibility at school and in the community and regularly engages

stakeholders in the work of the school; e. Creates opportunities within the school to engage students, faculty, parents, and

community stakeholders in constructive conversations about important school issues.

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f. Utilizes appropriate technologies for communication and collaboration; and g. Ensures faculty receives timely information about student learning requirements,

academic standards, and all other local state and federal administrative requirements and decisions.

Domain 4: Professional and Ethical Behavior:

Standard 10: Professional and Ethical Behaviors. Effective school leaders demonstrate personal and professional behaviors consistent with quality practices in education and as a community leader. The leader:

a. Adheres to the Code of Ethics and the Principles of Professional Conduct for the Education Profession in Florida, pursuant to Rules 6B-1.001 and 6B-1.006, F.A.C.

b. Demonstrates resiliency by staying focused on the school vision and reacting constructively to the barriers to success that include disagreement and dissent with leadership;

c. Demonstrates a commitment to the success of all students, identifying barriers and their impact on the well-being of the school, families, and local community;

d. Engages in professional learning that improves professional practice in alignment with the needs of the school system; and

e. Demonstrates willingness to admit error and learn from it; f. Demonstrates explicit improvement in specific performance areas based on previous

evaluations and formative feedback.

SBE Rule 6A-5.080 Revised November 15, 2011

Appendix B: EDA Internship Agreement Plan

EDA Internship Agreement Plan

Name of Intern_______________________________________________ Mailing Address:______________________________ Phone:_______________ City _______________________________________________ Cohort:_____________ ZIP_________________ Email address____________________________ Supervising Administrator: ______________________________________________ Phone: ______________ (Dr.) (Mrs.) (Ms.) or (Mr.) Supervising Administrator’s Name and Position with organization

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______________________________________________________________________________ Internship School or Office Building Street Address ______________________________________________________________________________ City ZIP Supervisor’s Email address THE TIME PERIOD INVOLVED_________________________________to___________________________ I agree to serve as a supervising administrator for the EDA Internship and consult with and supervise___________________________ for the duration of the Internship. Signatures: Student _____________________________________________Date________ Supervising Administrator _________________________________Date________ Interns are responsible for completing this form, obtaining the supervising administrator's signature and returning it to the course instructor in EDA 5503: Principalship.

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Appendix C: Internship Plan Florida State University

Document the leadership role and responsibility and activities, mark the standard(s) each activity will address, and enter the estimated time to be spent on each. The plan is intended to provide an account of your internship activities to meet the Florida Principal Leadership Standards (FPLS). You must document a total of at least 40 hours of leadership activities. Submit the plan to the course instructor. Student Name ___________________________________________________ Total number of hours to be completed ______________

INTERNSHIP PLAN

Leadership Role/Responsibility Activity Description

FPLS

1:

Stu

dent

Lea

rnin

g R

esul

ts

FPLS

2:

Stud

ent L

earn

ing

as a

Pr

iori

ty

FPLS

3:

Inst

ruct

iona

l Pla

n Im

plem

enta

tion

FPLS

4:

Facu

lty D

evel

opm

ent

FPLS

5:

L

earn

ing

Envi

ronm

ent

FPLS

6:

D

ecis

ion

Mak

ing

FPLS

7:

L

eade

rshi

p D

evel

opm

ent

FPLS

8:

Sc

hool

Man

agem

ent

FPLS

9:

C

omm

unic

atio

n

FPLS

10:

Pr

ofes

sion

al a

nd E

thic

al

Beh

avio

rs

Est

imat

ed T

ime

Supervisor Name ________________________Supervisor Position ___________________________ School Name___________________________

Supervisor Signature/Date ____________________________ Student Signature/Date ___________________________________

Students: Please upload a complete and scanned PDF file to the Assignment Link on Canvas by [DATE].

*At the mid-semester, your supervising principal will provide formative feedback on your internship progress. At the end of the semester, the supervising principal will provide summative feedback and rating: Target, Developing Two, Developing One or Unacceptable. You must meet Target on each standard to meet the internship requirement.

34

Appendix D: Sample Internship Plan Florida State University

Document the leadership role and responsibility and activities, mark the standard(s) each activity will address, and enter the estimated time to be spent on each. The plan is intended to provide an account of your internship activities to meet the Florida Principal Leadership Standards (FPLS). You must document a total of at least 40 hours of leadership activities. Submit the plan to the course instructor. Student Name ___________________________________________________ Total number of hours to be completed ______________Semester: ––––––––––––––––––––– INTERNSHIP PLAN

Leadership Role/Responsibility FP

LS 1

: S

tude

nt L

earn

ing

Res

ults

FPLS

2:

Stud

ent L

earn

ing

as a

Pri

ority

FPLS

3:

Inst

ruct

iona

l Pla

n Im

plem

enta

tion

FPLS

4:

Facu

lty D

evel

opm

ent

FPLS

5:

L

earn

ing

Envi

ronm

ent

FPLS

6:

D

ecis

ion

Mak

ing

FPLS

7:

L

eade

rshi

p D

evel

opm

ent

FPLS

8:

Sc

hool

Man

agem

ent

FPLS

9:

C

omm

unic

atio

n

FPLS

10:

Pr

ofes

sion

al a

nd E

thic

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Beh

avio

rs

Est

imat

ed T

ime

Member of the Principal’s Leadership Team 1. Participate in weekly meetings where team members analyze student data in relation to school’s mission and vision, discuss upcoming professional development workshops, participate in budget discussions and ad-hoc issues that arise.

X X X X X X X X X 2 hours a week for 15 weeks=30

Support Evaluation Process Shadow the principal as they conduct three classroom walkthroughs and a formal evaluation. Sit in while principal conducts the pre and post evaluation goals and feedback including a discussion of the teacher’s professional development plans given feedback.

5 hours

35

Manage Communication Oversee the school’s Instagram and Twitter Accounts. Manage the school listserv account and work with administrators to decide on applications that will best represent the school and maximize communication.

X 4 hours

English Department Chair: Student assumes the chair of the English Department; organizes data analysis of students’ English grades, FSA, SAT and AP scores to lead a discussion on current curriculum and instruction; leads a discussion of faculty to develop strategies to close performance gaps among student subgroups; conducts peer evaluations of fellow English AP teachers and gives them feedback; and presents findings from the instructional review to school administration.

X X X 4 hours

Technology Committee Student leads professional development workshops on new technologies, participates in discussions about technology adoption; meets with school administration to discuss new acquisitions and budget.

X 2 hours

Supervisor Name ________________________Supervisor Position ___________________________ School Name___________________________ ______________________________________________ ___________________________________________ Supervisor Signature/Date Student Signature/Date Students: Please upload a complete and scanned PDF file to the Assignment Link on Canvas by [DATE]. *At the mid-semester, your supervising principal will provide formative feedback on your internship progress. At the end of the semester, the supervising principal will provide summative feedback and rating: Target, Developing Two, Developing One or Unacceptable. You must meet Target on each standard to meet the internship requirement.

36

Appendix E: Internship Journal Florida State University

Describe in detail the activities you engaged in to demonstrate each of the Florida Principal Leadership Standards and reflect on what you have learned and how this has informed you to become a better leader. At the mid-semester, your supervising principal will provide formative feedback on your internship progress. At the end of the semester, the supervising principal will provide summative feedback and rating: Target, Developing Two, Developing One or Unacceptable. You must meet Target on each standard to meet the internship requirement. The journal is intended to provide a permanent record of your internship activities and should be submitted to the course instructor. Please remember that this is the document that is going to provide the detailed description of your internship activities. Student Name ___________________________________________________ Total number of hours completed ______________

INTERNSHIP JOURNAL FPLS 1: Student Learning Results

Activity Description Reflection Discuss: 1. What you discovered/learned through the internship activity. 2. How your learning influenced your leadership beliefs and vision. 3. What further leadership questions you want to pursue.

FPLS 2: Student Learning as a Priority

Activity Description Reflection

FPLS 3: Instructional Plan Implementation

Activity Description Reflection

37

FPLS 4: Faculty Development

Activity Description Reflection

FPLS 5: Learning Environment

Activity Description Reflection

FPLS 6: Decision Making

Activity Description Reflection

FPLS 7: Leadership Development

Activity Description Reflection

FPLS 8: School Management

38

Activity Description Reflection

FPLS 9: Communication

Activity Description Reflection

FPLS 10: Professional and Ethical Behaviors

Activity Description Reflection

Supervisor Name ________________________Supervisor Position ___________________________ School Name___________________________

______________________________________________ ___________________________________________

Supervisor Signature/Date Student Signature/Date

Students: Please upload a complete and scanned PDF file to the Assignment Link on Canvas by [DATE]

39

Appendix F: Supervising Principal’s Internship Evaluation Form Supervising Principal’s Internship Mid-Semester Evaluation Form Dear Supervisor: Please review the internship journal completed by the student and fill out this evaluation form by providing rating and comments. This form is completed twice - at the mid-semester for formative feedback and at the end of the semester for summative feedback. Please send your evaluation form to the instructor, [Name and email address] by [Date].

Student Name ___________________________________________________ At least 40 hours completed ______________ Rubric Rating

(Enter X) Supervising Principal’s Comments:

Standard 1: Student Learning Results. Effective school leaders achieve results on the school’s student learning goals.

Unacceptable: The leadership candidate fails to complete the internship activities as planned.

Developing 1: The leadership candidate completed the internship activities as planned, but their leadership activities were not effective for achieving results on the school’s student learning goals.

Developing 2: The leadership candidate effectively engaged in leadership activities to achieve results on the school’s student learning goals, but did not fully reflect on their leadership activities by failing to discuss their learning, influence of their learning on their leadership beliefs and vision, or future learning about leadership relevant to this standard.

Target: The leadership candidate effectively engaged in leadership activities to achieve results on the school’s student learning goals, and reflected on the leadership activities by discussing their learning, influence of their learning on their leadership beliefs and vision, and future learning about leadership relevant to this standard.

Standard 2: Student Learning as a Priority. Effective school leaders

Unacceptable: The leadership candidate does not participate in leadership actions that build and support a learning organization focused on student success.

Developing 1:

40

demonstrate that student learning is their top priority through leadership actions that build and support a learning organization focused on student success.

The leadership candidate completed the leadership activities, but their leadership activities were not effective for demonstrating the building and supporting of a learning organization focused on student success. Developing 2: The leadership candidate identified and actively engaged in specific leadership actions but did not effectively demonstrate through examples or observations specific leadership actions that build and support a learning organization focused on student success.

Target: The leadership candidate comprehensively analyzed and consistently engaged in leadership actions by providing examples, observations and reflections of leadership actions that build and support a learning organization focused on student success.

Standard 3: Instructional Plan Implementation. Effective school leaders work collaboratively to develop and implement an instructional framework that aligns curriculum with state standards, effective instructional practices, student learning needs and assessments.

Unacceptable: The leadership candidate failed to work collaboratively to develop and implement an instructional framework that aligns curriculum with state standards, effective instructional practices, student learning needs and assessments.

Developing 1: The leadership candidate collaborated to develop and implement an instructional framework, but the activities were not effective for aligning the curriculum with state standards, helping teachers to understand application of the curriculum framework, meeting student learning needs or effective assessments.

Developing 2: The leadership candidate initiated collaboration but did not follow through to work collaboratively to develop and implement an instructional framework that aligns curriculum with state standards, effective instructional practices that help teachers to understand the application of the curriculum framework, and effective strategies to meet student learning needs and assessments.

Target: The leadership candidate successfully collaborated to develop and implement an instructional framework that aligns curriculum with state standards, effective instructional practices that help teachers to understand the application for the curriculum framework, and effective strategies to meet student learning needs and assessments.

41

Standard 4: Faculty Development. Effective school leaders recruit, retain and develop an effective and diverse faculty and staff.

Unacceptable: The leadership candidate did not participate in recruitment, retention and professional development activities.

Developing 1: The leadership candidate participated in leadership activities related to teacher recruitment, retention and professional development activities, but did not effectively discuss or reflect on strategies or activities to develop an effective and diverse faculty and staff.

Developing 2: The leadership candidate participated in activities related to teacher recruitment, retention and professional development but did not fully discuss or reflect on strategies and activities to recruit, retain and develop an effective and diverse faculty and staff.

Target: The leadership candidate adequately participated in activities related to teacher recruitment, retention and professional development, and fully discussed and reflected on strategies and activities school leaders use to recruit, retain and develop an effective and diverse faculty and staff.

Standard 5: Learning Environment. Effective school leaders structure and monitor a school-learning environment that improves learning for all of Florida’s diverse student population.

Unacceptable: The leadership candidate failed to participate in leadership activities to structure and monitor a school learning environment conducive to learning for diverse student populations.

Developing 1: The leadership candidate participated in leadership activities to structure and monitor a school learning environment but failed to provide specific strategies for cultivating a conducive learning environment for diverse student populations.

Developing 2: The leadership candidate participated in leadership activities to structure and monitor a school learning environment but did not fully reflect on leadership and organizational strategies for a conducive learning environment for diverse student populations.

Target: The leadership candidate fully participated in, developed and analyzed specific, comprehensive leadership strategies to structure and monitor a school learning environment conducive to learning for a diverse student population.

42

Standard 6: Decision Making. Effective school leaders employ and monitor a decision-making process that is based on vision, mission and improvement priorities using facts and data.

Unacceptable: The leadership candidate fails to engage in activities that employ and monitor decision-making processes.

Developing 1: The leadership candidate engages in leadership activities that demonstrate an ability to employ and monitor a decision-making process but did not effectively discuss strategies to incorporate the vision, mission and improvement priorities using facts and data.

Developing 2: The leadership candidate participated in specific strategies to consistently employ and monitor a decision-making process but did not fully reflect on strategies by incorporating and discussing the vision, mission, and improvement priorities using facts and data.

Target: The leadership candidate effectively participated in specific leadership strategies to consistently employ and monitor a decision-making process by comprehensively analyzing, insightfully developing, and effectively incorporating the vision, mission and improvement priorities using facts and data.

Standard 7: Leadership Development. Effective school leaders actively cultivate, support, and develop other leaders within the organization.

Unacceptable: The leadership candidate failed to engage in leadership activities that actively cultivate, support, and develop other leaders.

Developing 1: The leadership candidate participated in leadership activities, but the leadership activities did not demonstrate effective strategies for active cultivation, support, and development of other leaders within the organization.

Developing 2: The leadership candidate participated and collaborated in leadership activities but did not fully reflect on strategies for active cultivation, support, and development of other leaders within the organization.

Target: The leadership candidate participated in leadership activities that actively cultivate, support, and develop other leaders within the organization and fully depicted and evaluated specific leadership development strategies.

Standard 8: Unacceptable:

43

School Management. Effective school leaders manage the organization, operations, and facilities in ways that maximize the use of resources to promote a safe, efficient, legal, and effective learning environment.

The leadership candidate failed to engage in activities to assist in the management of the organization, operations, and facilities.

Developing 1: The leadership candidate participated in leadership activities that involve management of the organization, operations, and facilities but the leadership activities were not effective for maximizing the use of resources to promote a safe, efficient, legal, and effective learning environment.

Developing 2: The leadership candidate initiated leadership activities and assisted school leaders in the management of the organization, operations, and facilities but did not fully reflect on ways that maximize the use of resources to promote a safe, efficient, legal, and effective learning environment.

Target: The leadership candidate initiated and developed creative and comprehensive leadership activities to assist school leaders to manage the organization, operations, and facilities, and reflected on and evaluated ways to effectively maximize the use of resources to promote a safe, efficient, legal, and effective learning environment.

Standard 9: Communication. Effective school leaders practice two-way communications and use appropriate oral, written, and electronic communication and collaboration skills to accomplish school and system goals by building and maintaining relationships with

Unacceptable: The leadership candidate failed to practice two-way communications and use appropriate oral, written, and electronic communication and collaboration skills to accomplish school and system goals.

Developing 1: The leadership candidate practiced two-way communications and used appropriate oral, written, and electronic communication and collaboration skills to accomplish school and system goals but the leadership activities did not demonstrate ways to build and maintain relationships with students, faculty, parents, and community.

Developing 2: The leadership candidate actively participated in two-way communications and used appropriate oral, written, and electronic communication and collaboration skills to accomplish school and system goals but did not fully reflect on leadership activities to build and maintain relationships with students, faculty, parents, and community.

Target:

44

students, faculty, parents, and community.

The leadership candidate participated in two-way communications and used appropriate oral, written, and electronic communication and collaboration skills to accomplish school and system goals by analyzing and creating specific and novel ways for school leaders to build and maintain relationships with students, faculty, parents, and community.

Standard 10: Professional and Ethical Behaviors. Effective school leaders demonstrate personal and professional behaviors consistent with quality practices in education and as a community leader.

Unacceptable: The leadership candidate failed to demonstrate effective personal and professional behaviors consistent with quality practices in education and as a community leader.

Developing 1: The leadership candidate demonstrated adequate personal and professional behaviors consistent with quality practices in education and as a community leader.

Developing 2: The leadership candidate demonstrated effective personal and professional behaviors consistent with quality practices in education and as a community leader but did not fully reflect on ethical leadership activities, codes of conduct or best practices.

Target: The leadership candidate effectively demonstrated affirmative and strong leadership actions by reflecting on the personal and professional behaviors consistent with quality practices in education and as a community leader.

Supervisor Name ___________________________ Supervisor Position ___________________________

School Name_______________________________________ Supervisor Signature/Date __________________________

45

45

Appendix G: Suggested Examples of Internship Activities

Activity Description

Example 1 Leadership Role: Member of the school Leadership Team Leadership Actions: Student participates in a number of activities as a member of the Leadership Team including revising and revising the school’s learning goals, leading the meetings, participating in discussions of the school’s budget; examining and revising student data; participating in the school’s revision of the code of ethics; and overseeing the school’s Instagram and Twitter feed. Aligned Standards: Standard 1 (Student Learning Results), Standard 4 (Faculty Development), Standard 8 (School Management), Standard 9 (Communication), Standard 10 (Professional and Ethical Behaviors).

Example 2 Leadership Role: English Department chair Leadership Actions: Student assumes the chair of the English Department; organizes data analysis of students’ English grades, FSA, SAT and AP scores to lead a discussion on current curriculum and instruction; leads a discussion of faculty to develop strategies to close performance gaps among student subgroups; conducts peer evaluations of fellow English AP teachers and gives them feedback; and presents findings from the instructional review to school administration. Aligned Standards: Standard 1 (Student Learning Results); Standard 2 (Student Learning as a Priority); Standard 3 (Instructional Plan Implementation); Standard 4 (Faculty Development); Standard 6 (Decision making)

Example 3: Leadership Role: Technology Committee Leadership Actions: Student leads professional development workshops on new technologies, participates in discussions about technology adoption; meets with school administration to discuss new acquisitions and budget. Aligned Standards: Standard 4 (Faculty Development); Standard 6 (Decision making); Standard 8 (School Management); Standard 9 (Communication).

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AppendixH:FloridaPrincipalLeadershipStandards/FELECompetenciesandSkills/SignatureAssessmentAlignment

Dom

ain

1: S

tude

nt A

chie

vem

ent

STANDARD 1 - Student Learning Results: Effective school leaders achieve results on the school's student learning goals.

FELE 1.1

EDA 5508

EDA 5507

EDA 5423

EDA 5219

EDA 5191

EDA 5232

EDA 5503

EDA 5504

EDA 5942

a. The school's learning goals are based on the state's adopted student academic standards and the district's adopted curricula, and

1.1.1

SA4

b. Student learning results are evidenced by the student performance and growth on statewide assessments; district-determined assessments that are implemented by the district under Section 1008.22 F.S.; international assessments; and other indicators of student success adopted by the district and state.

1.1.3

SA7

STANDARD 2 - Student Learning as a Priority: Effective school leaders demonstrate that student learning is their top priority through leadership actions that build and support a learning organization focused on student success. The leader...

FELE 1.2

EDA 5508

EDA 5507

EDA 5423

EDA 5219

EDA 5191

EDA 5232

EDA 5503

EDA 5504

EDA 5942

a. Enables faculty and staff to work as a system focused on student learning;

1.2.1

SA5

b. Maintains a school climate that supports student engagement in learning;

1.2.2

c. Generates high expectations for learning growth by all students

1.2.3

d. Engages faculty and staff in efforts to close learning performance gaps among student subgroups within the school.

1.2.4

Dom

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2: In

stru

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Lea

ders

hip

STANDARD 3 - Instructional Plan Implementation: Effective school leaders work collaboratively to develop and implement an instructional framework that aligns curriculum with state standards, effective instructional practices, student learning needs and assessments. The leader:

FELE 1.1, 1.3

EDA 5508

EDA 5507

EDA 5423

EDA 5219

EDA 5191

EDA 5232

EDA 5503

EDA 5504

EDA 5942

a. Implements the Florida Educator Accomplished Practices as described in Rule 6A-5.065, F.A.C. through a common language of instruction;

1.3.1 SA6

b. Engages in data analysis for instructional planning and improvement;

1.1.2 SA4

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47

c. Communicates the relationships among academic standards, effective instruction, and student performance;

SA6

SA8

d. Implements the district’s adopted curricula and state’s adopted academic standards in a manner that is rigorous and culturally relevant to the students and school;

1.3.3

e. Ensures the appropriate use of high quality formative and interim assessments aligned with the adopted standards and curricula.

1.3.4 SA7

STANDARD 4 - Faculty Development: Effective school leaders recruit, retain and develop an effective and diverse faculty and staff. The leader:

FELE 1.1, 1.3, 2.1, 2.2

EDA 5508

EDA 5507

EDA 5423

EDA 5219

EDA 5191

EDA 5232

EDA 5503

EDA 5504

EDA 5942

a. Generates a focus on student and professional learning in the school that is clearly linked to the system-wide strategic objectives and the school improvement plan;

2.2.1 SA9

b. Evaluates, monitors, and provides timely feedback to faculty on the effectiveness of instruction;

1.1.4

SA8

1.3.2

2.2.3

2.2.4

2.2.6

c. Employs a faculty with the instructional proficiencies needed for the school population served;

2.1.1 SA11

SA9

d. Identifies faculty instructional proficiency needs, including standards-based content, research-based pedagogy, data analysis for instructional planning and improvement, and the use of instructional technology.

2.1.2

e. Implements professional learning that enables faculty to deliver culturally relevant and differentiated instruction

2.2.5

f. Provides resources and time and engages faculty in effective individual and collaborative professional learning throughout the school year.

STANDARD 5 - Learning Environment: Effective school leaders structure and monitor a school learning environment that improves learning for all of Florida’s diverse student population. The leader:

FELE 1.4, 3.2,

3.4

EDA 5508

EDA 5507

EDA 5423

EDA 5219

EDA 5191

EDA 5232

EDA 5503

EDA 5504

EDA 5942

a. Maintains a safe, respectful and inclusive student-centered learning environment that is focused on equitable opportunities for learning and building a foundation for a fulfilling life in a democratic society and global economy;

1.4.1 SA13

1.4.2

3.2.2 SA11

3.2.3

3.4.1 SA15

3.4.2

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3.4.3

b. Recognizes and uses diversity as an asset in the development and implementation of procedures and practices that motivate all students and improve student learning;

1.4.3

SA13

c. Promotes school and classroom practices that validate and value similarities and differences among students;

d. Provides recurring monitoring and feedback on the quality of the learning environment;

e. Initiates and supports continuous improvement processes focused on the students’ opportunities for success and well-being; and,

1.4.4

f. Engages faculty in recognizing and understanding cultural and developmental issues related to student learning by identifying and addressing strategies to minimize and/or eliminate achievement gaps.

1.4.5 SA5

Dom

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rgan

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hip

STANDARD 6. Decision Making: Effective school leaders employ and monitor a decision-making process that is based on vision, mission and improvement priorities using facts and data. The leader:

FELE 3.1

EDA 5508

EDA 5507

EDA 5423

EDA 5219

EDA 5191

EDA 5232

EDA 5503

EDA 5504

EDA 5942

a. Gives priority attention to decisions that impact the quality of student learning and teacher proficiency;

3.1.1 SA11

3.1.4 SA5

SA14

b. Uses critical thinking and problem solving techniques to define problems and identify solutions;

c. Evaluates decisions for effectiveness, equity, intended and actual outcome; implements follow-up actions; and revises as needed;

3.1.2

d. Empowers others and distributes leadership when appropriate; and,

3.1.3 SA3

e. Uses effective technology integration to enhance decision making and efficiency throughout the school.

SA5 SA10 SA11

STANDARD 7. Leadership Development: Effective school leaders actively cultivate, support, and develop other leaders within the organization. The leader:

FELE 2.3

EDA 5508

EDA 5507

EDA 5423

EDA 5219

EDA 5191

EDA 5232

EDA 5503

EDA 5504

EDA 5942

a. Identifies and cultivates potential and emerging leaders 2.3.1

SA3

b. Provides evidence of delegation and trust in subordinate leaders

2.3.2

c. Plans for succession management in key positions 2.3.3

d. Promotes teacher-leadership functions focused on instructional proficiency and student learning

2.3.4

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49

e. Develops sustainable and supportive relationships between school leaders, parents, community, higher education and business leaders.

SA14

STANDARD 8. School Management: Effective school leaders manage the organization, operations, and facilities in ways that maximize the use of resources to promote a safe, efficient, legal, and effective learning environment. The leader:

FELE 2.2, 3.2,

3.3

EDA 5508

EDA 5507

EDA 5423

EDA 5219

EDA 5191

EDA 5232

EDA 5503

EDA 5504

EDA 5942

a. Organizes time, tasks and projects effectively with clear objectives and coherent plans

3.2.1 SA10

b. Establishes appropriate deadlines for him/herself and the entire organization

c. Manages schedules, delegates, and allocates resources to promote collegial efforts in school improvement and faculty development

2.2.2 SA9

3.2.4 SA11

d. Is fiscally responsible and maximizes the impact of fiscal resources on instructional priorities.

3.3.1

SA10

3.3.2

3.3.3

3.3.4

STANDARD 9. Communication: Effective school leaders practice two-way communications and use appropriate oral, written, and electronic communication and collaboration skills to accomplish school and system goals by building and maintaining relationships with students, faculty, parents, and community. The leader:

FELE 3.5, 2.4

EDA 5508

EDA 5507

EDA 5423

EDA 5219

EDA 5191

EDA 5232

EDA 5503

EDA 5504

EDA 5942

a. Actively listens to and learns from students, staff, parents, and community stakeholders;

SA12

b. Recognizes individuals for effective performance; SA11

c. Communicates student expectations and performance information to students, parents, and community

3.5.1

SA12

3.5.3

d. Maintains high visibility at school and in the community and regularly engages stakeholders in the work of the school

e. Creates opportunities within the school to engage students, faculty, parents, and community stakeholders in constructive conversations about important school issues.

3.5.2

2.4.4

f. Utilizes appropriate technologies for communication and collaboration

g. Ensures faculty receives timely information about student learning requirements, academic standards, and all other local state and federal administrative requirements and decisions.

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STANDARD 10. Professional and Ethical Behaviors: Effective school leaders demonstrate personal and professional behaviors consistent with quality practices in education and as a community leader. The leader:

FELE 2.4

EDA 5508

EDA 5507

EDA 5423

EDA 5219

EDA 5191

EDA 5232

EDA 5503

EDA 5504

EDA 5942

a. Adheres to the Code of Ethics and the Principles of Professional Conduct for the Education Profession in Florida, pursuant to Rules 6A-10.080 and 6A-10.081, F.A.C.

2.4.1

SA1

b. Demonstrates resiliency by staying focused on the school vision and reacting constructively to the barriers to success that include disagreement and dissent with leadership

2.4.2

c. Demonstrates a commitment to the success of all students, identifying barriers and their impact on the well-being of the school, families, and local community

d. Engages in professional learning that improves professional practice in alignment with the needs of the school system

2.4.3

e. Demonstrates willingness to admit error and learn from it

f. Demonstrates explicit improvement in specific performance areas based on previous evaluations and formative feedback