EDUCATIONAL LEADERSHIP INTERNSHIP HANDBOOK

COLLEGE OF EDUCATION Northwestern State University Natchitoches, Louisiana 71459

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PREFACE

The Educational Leadership (EDL) program is dedicated to developing school leaders, who are caring, just, fair, and ethical and who believe that all students can learn. A nationally accredited program, EDL offers both master's and specialist degrees as well as an "Alternate Path Add-on School Leader Level 1" certification.

Both the master's and specialist degrees and the add-on certification require a teaching certificate. The master's is 36 semester hours. The specialist degree is a minimum of 36 hours beyond the master's degree. The add-on certification requires a minimum of 24 hours of education and education leadership classes, with additional courses if needed, determined after a review of transcripts and past school and professional experiences.

The EDL program is a combination of both campus and online courses, with some classes offered at the Learning Center in Rapides Parish (England Air Park).

Dr. Wendell Wellman, EDL Program Coordinator wellmanw@nsula.edu Office: 318-357-4187 Cell: 318-613-3557 Dr. Paula Furr, Dept. Chair of Educational Leadership furrp@nsula.edu Dr. Nelda Wellman, Assistant Professor wellmann@nsula.edu Dr. Karl Carpenter, Adjunct carpenter@nsula.edu Dr. Vickie Gentry, Dean of College of Education gentry@nsula.edu

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TABLE OF CONTENTS

Page

I. Course Identification………………………………………………………...4

II. Course Description…………………………………………………………..5

III. Justification and Rationale…………………………………………………..5

IV. Goals and Objectives………………………………………………………...6

V. Assignments…………………………………………………………………7

VI. Evaluation and Grading……………………………………………………...9

VII. Appendix

A. Application for School Building Level Internship……………………..10

B. Educational Leadership Internship Form……………………………….11

C. Personal Vita……………………………………………………………15

D. Self-Assessment of Awareness, Understanding and Capability of ISSLC/ELCC Standards……………………………………………………16 E. ISLLC/ELCC Knowledge, Performance & Dispositions School Leadership

Self-Inventory……………………….……………….…………….19 F. ISLCC/ELCC Dispositions Mentor Assessment…………….………….20

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COURSE IDENTIFICATION

EDL 6200, Internship in School Administration (3-3-0) The Internship is a combination of clinical practicum experiences and assignments, online discussion, and individual consultation and mentoring with a practicing school administrator and University advisor. A minimum of 150 hours of clinical and field-based experiences are required. Candidates must submit an application and obtain formal approval of their internship site prior to registration in the course (ELCC 7.1). Prerequisites: Completion of all EDL coursework and permission of advisor. Purpose of Internship: To provide the candidate an enriching real life work experience within the school setting which prepares them to transition into the job of school-leader. Role of the Mentor Principal: To challenge the candidate to develop their highest potential as scholar-practitioners to creatively solve problems; make fair, just and equitable decisions; take responsibility; and develop creative and critical thinking skills. Role of the University Supervisor: To provide support to both the mentor and intern within a nurturing environment in which creativity, learning, personal and professional growth occurs. Textbook & Supplementary Materials: PASS-Port (software). (https://nsula.pass-port.org:9003/). This software is required for the pre-internship portfolio, internship and the terminal program portfolios. (Each student must upload assigned artifacts to PASS-Port as a required component of this class. Since all students are required to maintain a current PASS-Port subscription, if all required field experiences and artifacts are not completed and entered into PASS-Port by the due date, the candidate will receive a grade of F in the course regardless of other grades.)

General Information:

Professor: Dr. Wendell Wellman Office: TEC, Pod D-104k E-Mail wellmanw@nsula.edu Office Phone: 318-357-5521

318-352-0839 Home 318-613-3557 Cell

Fax: 318-357-6275 Availability: Anytime by Email and Appointment

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COURSE DESCRIPTION

The candidate is provided practical experience by being assigned to a building level school leader with whom to work in areas associated with the ISLLC/ELCC standards and is under the supervision of a university faculty member.

JUSTIFICATION/RATIONALE

The purpose of the administrative intern program is to provide academic and practical professional experiences for candidates through a cooperative effort between public schools and universities. The importance of cooperation is paramount for the success of any program. The program is designed to involve candidates in activities and tasks performed by experienced school administrators. These experienced school leaders are referred to as site-based mentors. The intern must acquire signed approval from both the site-based school leader and the school district superintendent.

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GOALS AND OBJECTIVES The goals and objectives of courses in Educational Leadership are based on the Interstate Consortium for School Leaders standards (ISSLC), their companion Educational Leadership Consortium (ELCC) standards and the standards for administrative licensure in the Louisiana Department of Education (LADE). Candidates who complete a program in Educational Leadership will have the knowledge and ability to promote the success of all students through demonstrating the knowledge, dispositions and application of these standards.

Goals: The internship includes a wide range of experiences from "Awareness" to "Understanding" to "Capability" level activities and will vary depending on the individual candidate’s current knowledge, skills and dispositions. However, each candidate is required to complete an Internship Plan that addresses activities in each of the seven ELCC standards.

Objectives:

Each candidate will:

• Identify areas of administration and classify administrative tasks of those observed. • Identify and utilize specific leadership characteristics and leadership roles of the

administrator. • Select and administer instruments to evaluate student progress in subject content areas. • Plan and develop curricula utilizing curriculum terminology and techniques for a diverse

student population • Critically analyze administrative and curricular innovations in terms of execution or

professional responsibilities. • Plan and direct in-service programs using identified techniques of in-service training • Develop a program in which school and community relations are involved. • Demonstrate written, oral, and nonverbal communication skills in resident and field

experiences. • Demonstrate basic research and technology skills by collecting, analyzing and

interpreting data concerning selected administrative problems. • Identify and interpret administrative theories and principles relative to specific

administrative levels. • Conduct an activity with at least one community agency. • Register for and take the SLLA (State of Louisiana Licensure Assessment) and have

scores reported to NSU before the end of the semester. A final grade cannot be earned in this class until passing scores for the SLLA are received.

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ASSIGNMENTS

I. The content of the internship program consists of the completion of the EDL Internship Portfolio which contains documentation demonstrating the candidate’s level of capability in each of the ISLLC Standards for School Leaders begun during the first EDL course and maintained throughout the EDL program. See Self-Assessment and completion rubric in the Appendix. All activities and assignments in EDL 6200 address Standard 7 of the ELCC Standards, as well as ISLLC Standards 1 through 6. (PS, DM, RT, CCT) II. Internship Plan: The intern must complete a minimum of 10 hours per week or 150 hours during the course of the internship. The Internship extends the practicum activities that occur over the candidate’s plan of study in the EDL program through documented clinical and/or field-based experiences. Students must submit an application and receive formal approval before beginning the internship, and must be enrolled in EDL 6200. The intern's level of participation will be based on the following:

a. 30% “Awareness” type activities (minimum of 40 hours each semester) b. 30% “Understanding” type activities (minimum of 40 hours each semester) c. 40% “Capability” type activities ( minimum of 70 hours each semester) (PS, DM, RT, CCT) III. Activity Report(Log): The intern must maintain an Activity Report ("log") in the Passport software system and in the course discussion board that documents the activities and time spent in the approved Internship Plan. A copy of the Activity Report must be initialed by the approved site-based mentor (administrator.) and submitted to the university advisor at the end of each two week period. Each practicum experience must also be documented in the online Passport system (RT, CCT).

IV. In conjunction with an approval from your site mentor, write at least one goal to be completed during your Intern period. Your goal should lead to the writing of at least three specific objectives developed to ultimately lead to school improvement. Documentation of an evaluation of this plan is required (DM, RT, CCT). See required activities below.

V. Intern Experiences: Artifacts used for documentation in other classes in the Educational Leadership program MAY be used as documentation for the portfolio submitted at the conclusion of the internship. Pictures of all activities must be included in the portfolio.

Include sample artifacts (documentation) of the following:

Develop a calendar for completing these activities based on the site-based school calendar.

• Participate and document results of strategic planning for your school or district (ELCC 1.1, 1.2, 1.3).

• Deliver at least one activity or condition to motivate staff, students and families to achieve the school’s vision (ELCC 2.1).

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• Identify a problem, seek and analyze problem factors, seek creative solutions and resolve at least one school related problem (ELCC 3.2).

• Present to the board, a committee or other group educational data, issue or trend (ELCC 4.1, 4.2).

• Provide a sample of collaboratively assisting your mentor with staffing patterns, school organizational structure or facility design to support desired student outcomes

(ELCC 2.2, 2.3, 2.4). • Document at least one meeting with a community agency which addresses student and

family conditions (ELCC 1.5, 4.1, 4.2, 6.1). • Describe your involvement in developing and monitoring long range plans for school or

district technology and information systems (ELCC 3.3). • Provide an example of your efforts to build community support for the school or district

programs (ELCC 2.1, 4.1, 4.2, 6.1). • Analyze:

a. Categories receiving most tasks (report in percentages) b. Categories demanding most of leadership characteristics c. Categories concerned most with instruction, service, etc. (ELCC 2.2, 2.3, 2.4)

• Determine the special programs administered by the principal/supervisor on the local campus or parish office in addition to the "regular program." Outline the basic intent of each special program (ELCC 2.2, 2.3, 2.4, 5.1, 5.2, 5.3).

• Curriculum: Determine the title of the person who plans the curriculum on the: (1) Parish or district level; (2) Campus level; Using curriculum terminology, outline steps for improvement of one area of the curriculum (ELCC 2.2, 2.3).

• Finance: Outline the basic tasks of the principal/supervisor involving finance for: (1) Local campus monies, (2) Parish budget and prepare a position statement for how the expenditure relates to school improvement initiatives (ELCC 3.3) (PS, DM, RT, CCT).

• Register for and take the SLLA during this semester and have scores reported to NSU. You must pass the SLLA in order to pass this course.

• Complete the pre and post Self-Inventory and enter into Pass-port. Assignment Point Value:

Assignment Total Points

1. Leadership Self Inventory (Beginning) ** 50 SLLA Test Score= 166 point minimum 2. Internship Plan 50 3. Weekly Discussion Board Post 10 pts each 130 4. Professional Vita 50 5. Leadership Self Inventory (Completion) ** 50 6. Internship Portfolio@** 100 7. Internship Activity Logs@** 70 8. Mentor Evaluation 50

Total Points 606

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** These assignments are required assessments for NCATE accreditation and must be entered into passport; data should be submitted per department guidelines.

EVALUATION & GRADING

Evaluation Policies:

General University grading policies are located in the current General Catalogue under the heading of Academic Regulations. Policies of this course are in compliance with University Regulations.

Grades are based on the quality of a student’s performance on written, oral and practicum assignments, the ability to apply the ELCC and Louisiana standards, participation in class, including assigned group work. All work is expected to be of the highest quality and must be handed in on time to avoid penalty. A grade of C or below is not considered satisfactory graduate work; consult the current Graduate Catalogue.

The course instructor, after assessing the unique needs of the intern, provides the final approval for both the specific activities and the clock hours necessary for granting three hours credit. The grade earned will be related to the quality of experiences and time documented. The professor will schedule an on-site visit with the intern and the mentor during the semester. The intern must schedule and complete the SLLA and have scores reported to NSU. If this class is for the purpose of Add-on Certification the intern must pass the SLLA before a passing score may be earned in this class.

Any assignment submitted late will receive a grade reduction of -10% per each day it is late.

Grading and Grading Scale:

Grades will be assigned as follows for each assignment and overall:

A= 90-100% D=60-69% B= 80-89% F=59<%

C=70-79% Note: Any grade below C is considered a failing grade

Attendance:

Students are expected to log-in weekly and participate in discussion board. Discussion Board post submitted late will receive a grade of -0-. A student may be dropped from the class if s/he is absent from class in excess of two classes of instruction per NSU policy. Attendance is mandatory and the final grade will be affected by poor attendance.

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APPENDIX A NORTHWESTERN STATE UNIVERSITY OF LOUISIANA

COLLEGE OF EDUCATION APPLICATION FOR SCHOOL BUILDING LEVEL INTERNSHIP

Due Dates: September 1 for fall Internships, January 1 for spring Internships

_________________________________ ___________________ Candidate’s Name Date _________________________________ ___________________ Street Address Social Security Number I request admission to EDUC 6200 Building Level Leader Internship for the following semester/year_____ . I have completed all courses required for admission except for the following: _______________________________________________________________. I have consulted with and made arrangement for the following Site-based Mentor to supervise my experiences: SITE-BASED MENTOR DISTRICT SUPERINTENDENT _______________________________ _____________________________ Mentor’s Name Superintendent’s Name _______________________________ _____________________________ Title/Position School District _______________________________ _____________________________ School Name Street Address _______________________________ _____________________________ Mailing Address _______________________________ _____________________________ City State Zip Code City State Zip Code

AGREEMENT OF MENTOR AND APPROVAL BY SUPERINTENDENT As the site-based Mentor, I recommend _________________________ for acceptance into the Internship and agree to supervise the Internship as specified in the Guidelines. __________________________________ ______________ Signature: Site-based Mentor Date __________________________________ ______________ Approved: District Superintendent Date Return form to: Dr. Wendell Wellman, Teacher Education Center, College of Education, Northwestern State University of Louisiana, 71497 Do not write below this line

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_________________________________ ________________ Approval Signature Date

APPENDIX B EDUCATIONAL LEADERSHIP

INTERNSHIP

Directions: Submit this form at the end of the internship.

A. and B. must be completed the semester of internship. A. Active for semesters (Circle one) Fall Spring B. Participated for a minimum of 10 hours per week No Yes No Yes

1. Minimum of 50 hours observation ____ ____ ____ ____ 2. Minimum of 50 hours limited participation ____ ____ ____ ____ 3. Minimum of 50 hours leadership activities ____ ____ ____ ____ The following activities must be completed during internship. If all activities are not completed during the semester an “incomplete” will be awarded and the candidate has 60 days to complete the assignments.

Northwestern State University of Louisiana

Supervised Internship University/Site Supervisor Evaluation

Candidate/Intern’s Name ___________________________________________________ School/District ___________________________________________________________ University Supervisor’s Signature ____________________________________________ Site Supervisor’s Signature__________________________________________________ Date __________________ Directions: Please provide feedback regarding the experiences of your administrative intern. Please review the intern’s internship artifacts in the portfolio and performance in the supervised internship and field experiences. Note the intern’s current competency in each of the areas by circling the appropriate descriptor.

3 Exemplary: Displays the understanding of administrative procedures beyond what a candidate/intern would be expected to know. Intern has basic entry-level leadership skills beyond what is expected of a candidate at the Master’s level.

2 Acceptable: Has the basic understanding of the role of a school leader. Intern is capable of understanding the overall operation of a school from the eyes of a teacher and administrator.

1 Unacceptable: Intern lacks basic understanding of school leadership roles. Intern has

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difficulty in the role of a school leader. ELCC Standard 1.0: The intern facilitates the development, articulation, implementation, and stewardship of a vision of learned that is shared and supported by the school community. The intern displays an understanding of the importance of planning, communicating the plan to all stakeholders, and continual assessment of one’s performance implementing the plan. 1. Demonstrates the ability to develop a vision of learning for a school that promotes the success of all students (ELCC 1.1a), based on the diversity of learners and learners’ needs (ELCC 1.1b)

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2. Demonstrates the ability to articulate the school’s vision and mission (ELCC 1.2a); focuses on student learning ; draws on relevant information sources such as assessment results, demographic data, and community needs (ELCC 1.2b) ; communicates the vision to staff, parents, students, and community members (ELCC 1.2c).

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3. Demonstrates the ability to implement the school’s vision through the formulation of initiatives, plans, and processes that motivate staff students, and families to achieve the school’s vision (ELCC 1.3a, 1.3b).

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4. Demonstrates the ability to steward the school’s vision and build a shared commitment to the vision through effective communication skills (ELCC 1.4a); regularly monitors, evaluates, and revises the vision (ELCC 1.4b, 1.4c).

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5. Demonstrates the ability to promote community involvement in the vision (ELCC 1.5a) and demonstrates the skills needed to communicate effectively with all stakeholders (ELCC 1.5b).

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ELCC Standard 2.0 The intern advocates, nurtures, and sustains a school culture and instructional program conducive to student learning and staff professional growth. The intern displays an understanding of pedagogy and implementation of instructional program.

1. Demonstrates the ability to promote a positive school culture; capitalizes on the diversity of the school community; and seeks to improve school programs and culture (ELCC 2.1a).

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2. Demonstrates the ability to provide effective instructional programs (ELCC 2.2a); facilitates activities to improve instructional practices and curricular materials that fully accommodate learner’s diverse needs (ELCC 2.2b) ; uses and promotes technology and information systems (ELCC 2.2c)

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3. Demonstrates the ability to apply best practice to student learning (ELCC 2.3a), shows concern for diversity in the learning process (ELCC 2.3b), and promotes an environment for improved student achievement (ELCC 2.3c).

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4. Demonstrates the ability to design and implement comprehensive professional growth plans (ELCC 2.4a) that reflect a commitment to life-long learning (ELCC 2.4c); uses observations, collaborative reflection, and adult learning strategies to form plans with teachers and other school personnel (ELCC 2.4b).

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ELCC Standard 3.0: The intern ensures management of the organization, operations, and resources to diverse community interests and needs, and mobilizing community resources. Intern displays understanding of human behavior, facilities management, and maintaining safety and order.

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1. Demonstrates the ability to manage the organization with attention to indicators of equity, effectiveness, and efficiency (ELCC 3.1a); develop plans that give priority to student learning, safety, curriculum, and instruction (ELCC 3.1b); manage time effectively and deploy financial and human resource to promote student achievement (ELCC .31c).

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2. Demonstrates the ability to manage operations by building consensus, communicating, and resolving conflicts to align resources with the school’s vision (ELCC 3.2a); develop communication plans to enable staff to develop their family and community collaboration skills (ELCC 3.2b); and apply legal principles to promote educational equity and provide safe, effective, and efficient facilities (ELCC 3.2c).

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3. Demonstrates the ability to manage resources utilizing problem-solving skills and strategic planning (ELCC 3.3a); seek new resources to facilitate learning (ELCC 3.3b); and apply current technologies for school management, business procedures, and scheduling (ELCC 3.3c).

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ELCC Standard 4.0: The intern collaborates with families and community members, responding to diverse community interests and needs, mobilizing community resources. Intern displays understanding of group dynamics, management of people/human resources, importance of communication, and equity. 1. Demonstrates the ability to collaborate with families and other community members to positively affect student learning (ELCC 4.1a); apply an understanding of community relations models, strategies and processes to create partnerships (ELCC 4.1c); develop outreach aimed at business, religious, political and service organizations (ELCC 4.1d, ELCC 4.1e); involve families and other stakeholders in school decision-making processes (ELCC 4.1f) ; integrate health, social and other services (ELCC 4.1g); and develop a comprehensive program of community relations (ELCC 4.1h).

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2. Demonstrates the ability to respond to community interests and needs through active involvement within the community, including interactions with individuals and groups with conflicting perspectives (ELCC 4.2a); accommodate diverse school and community conditions (ELCC 4.2b); serve students with special needs (ELCC 4.2c); capitalize on the diversity of the school community to improve schools programs and meet the diverse needs of all students (ELCC 4.2d).

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3. Demonstrates the ability to mobilize community resources to support student achievement (ELCC 4.3a); use school resources and social service agencies to serve the community (ELCC 4.3b); and use public resources and funds to encourage communities to provide new resources to address emerging student problems (ELCC 4.3c).

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ELCC Standard 5.0: The intern understands, responds to, and influences the larger political, social, economic, legal, and cultural context. Intern displays understanding of school governance, public education, political, social, culture, economic systems, and processes that impact schools. 1. Demonstrates the ability to act with integrity, demonstrating a respect for the rights of others with regard to confidentiality and dignity and engage in honest 3 2 1

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interactions (ELCC 5.1a). 2. Demonstrates the ability to act fairly, combining impartiality and sensitivity to student diversity, and ethical considerations in their interactions with others (ELCC 5.2a).

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3. Demonstrates the ability to act ethically, making and explaining decisions based upon ethical and legal principles (ELCC 5.3a). 3 2 1

ELCC Standard 6.0: The intern understands, responds to, and influences the larger political, social, economic, legal, and cultural context. Intern displays understanding of school governance, public education political, social, culture, economic systems, and processes that impact schools. 1. Demonstrates the ability to understand the larger context (ELCC 6.1a) , that include the legal and political systems (ELCC 6.1a); the causes of poverty and other disadvantages (ELCC 6.1c); their effects on families, communities, children, and learning (ELCC 6.1c); the economic factors shaping a local community (ELCC 6.1e); and the role of the school in promoting social justice (ELCC 6.1g).

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2. Demonstrates the ability to respond to the larger context through communication with members of the school community concerning trends, issues, and potential changes in the environment in which the school operates, including maintenance of an ongoing dialogue with representatives of diverse community groups (ELCC 6.2a).

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3. Demonstrates the ability to influence the larger context by engaging students, parents and other members of the community in advocating for adoption of improved policies and laws ELCC 6.3a); developing activities and policies that benefit students and their families (ELCC 6.3b); advocating for policies and programs that promote equitable learning opportunities and success for all students, regardless of their socioeconomic background, ethnicity, gender, disability, or other individual characteristics (ELCC 6.3c).

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Total Points: ____________

(63 Possible) Comments:

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APPENDIX C Professional Vita

The following guidelines are adapted from the text: School Leader Internship. Candidates must submit a draft of their vita/resume with the application for internship and submit an updated copy in the EDL Internship Portfolio. The vita provides the facts about ones past education, experience, and accomplishments. The vita is used to assist in planning for both the internship experience and for future professional growth activities.

Remember that the professional vita does not necessarily follow the format of a one-page business resume. The guidelines for the vita are:

• Have well-defined categories /sections in appropriate order • Qualifications and preferences should match the position desired • Be neat and conservative • Be accurate and ethical • Should be accomplishment oriented • Show results of your accomplishments in your portfolio • Omit information outside of professional life • Be grammatically correct • Should consist of several pages

Categories for Vita (See text for full example-Appendix A.1)

• Heading • Current Career Goal • Education • Employment • Other Related Experience • Community Service • Professional Memberships • Other Training & Licensure • Presentations • Papers/Publications • References

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APPENDIX D Self-Assessment of Awareness, Understanding and Capability of ISLLC/ELCC Standards

Directions: The following instrument is a self-assessment to measure your awareness, understanding and capability of each of the elements related to the ELCC Standards. Complete this assessment as accurately and honestly as possible. In the “Rating” column, record an “A” if you have “awareness” of the element, “U” if you have an “understanding” of the element and a “C” if you are “capable” of implementing the element. After each standard, include a reflection as to why you feel you have earned the rating you gave yourself and list activities completed during internship that developed your awareness, understanding, or capability. Each “Capability” shall be documented in the Portfolio. Include this assessment in at the end of the Resume/Vita section in your portfolio.

Standard 1-Vision Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by facilitating the development, articulation, implementation, and stewardship of a school vision of learning supported by the school community.

Rating Element 1.1 Develop a Vision 1.2 Articulate a Vision 1.3 Implement a Vision 1.4 Steward a Vision 1.5 Promote Community Involvement in the Vision Reflection ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________

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

Rating Element 2.1 Promote Positive School Culture 2.2 Provide Effective Instructional Program 2.3 Apply Best Practice to Student Learning 2.4 Design Comprehensive Professional Growth Plans Reflection ________________________________________________________________________ ________________________________________________________________________

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________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________

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

Rating Element 3.1 Manage the Organization 3.2 Manage Operations 3.3 Manage Resources Reflection ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________

Standard 4-Collaboration

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

Rating Element 4.1 Collaborate with Families and Other Community Members 4.2 Respond to Community Interests and Needs 4.3 Mobilize Community Resources Reflection _______________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________

Standard 5-Ethics

Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by acting with integrity, fairly, and in an ethical manner.

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Rating Element 5.1 Acts with Integrity 5.2 Acts Fairly 5.3 Acts Ethically Reflection _______________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________

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

Rating Element 6.1 Understand the Larger Context 6.2 Respond to the Larger Context 6.3 Influence the Larger Context Reflection ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________

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APPENDIX E ISLLC/ELCC Knowledge, Performance & Dispositions

School Leadership Self-Inventory

Directions: Each intern should complete the “School Leadership Self-Inventory” at the beginning and again at the end of the internship experience to assess their knowledge, performances and dispositions related to the ISLLC/ELCC standards. Submit the complete self- inventory to the instructor and record the scores for each standard in Appendix A – ELCC School Leadership Self-Inventory” of the portfolio. This is located under course buttons on left when you log into the course.

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APPENDIX F ISLLC/ELCC Dispositions

Mentor Assessment

Directions: The mentor of an intern should complete the following Mentor Assessment at the end of the internship experience. Indicate in the rating column the response which most accurately describes evidence of the intern’s dispositions, on a scale from1 to 4 as follows: The intern has demonstrated … 4 = strong evidence of the disposition, 3 = limited evidence of this disposition, 2 = no evidence of this disposition, and 1 = opposition to the disposition. This is not a recommendation on the merit or expertise of the person, but an assessment of your perspective of the beliefs behind the words or actions of the person rated. Please complete this assessment as accurately and honestly as possible. There are no good or bad, right or wrong answers-just your perceptions. Thank you for your time and effort. Standard 1 – Vision: Shared Vision The Intern believes in, values, and is committed to: Rating Indicator The educability of all A school vision of high standards of learning Continuous school improvement The inclusion of all members of the school community. Ensuring that students have the knowledge, skills, and values needed to become

successful adults. A willingness to continuously examine one’s own assumptions, beliefs, and

practices. Doing the work required for high levels of personal and organizational

performance. Standard 2 - Instruction: Culture, Instructional Programs and Staff Development The Intern believes in, values, and is committed to: Student learning as the fundamental purpose of schooling The proposition that all students can learn The variety of ways in which students can learn Life-long learning of self and others Professional development as an integral part of school improvement The benefits that diversity brings to the school community A safe and supportive learning environment Preparing students to be contributing members of society Standard 3 - Management: Management of Instructional Programs & Operations The Intern believes in, values, and is committed to: Making management decisions to enhance learning and teaching Taking risks to improve schools

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Trusting people and their judgment Accepting responsibility High-quality standards, expectations, and performances Involving stakeholders in management process A safe environment Standard 4 - Collaboration: Family and Community Stakeholders The Intern believes in, values, and is committed to: School operating as an integral part of the larger community Collaboration and communication with families Involvement of families and other stakeholders in school decision-making

processes The proposition that diversity enriches the school Families as partners in the education of their children The proposition that families have the best interests of their children in mind Resources of the family and community needing to be brought to bear on the

education of students An informed public Standard 5 - Ethics: Professional Ethics and Integrity The Intern believes in, values, and is committed to: The ideal of the common good The principles of the Bill of Rights The right of every student to a free, quality education Bringing ethical principles to the decision-making process Subordinating one’s own interests to the good of the school community Accepting the consequences for upholding one’s principles and actions Using the influence of one’s office constructively and productively in the

service of all students and their families Development of a caring school community Standard 6 – Influence: Political, Social, Economic, Legal, and Cultural Contexts The Intern believes in, values, and is committed to: Education as a key to opportunity and social mobility Recognizing a variety of ideas, values, and cultures Importance of a continuing dialogue with other decision makers affecting

education Actively participating in the political and policy-making context in the service

of education Using legal systems to protect student rights and improve student opportunities Additional comments or elaboration on any previous items: Signature: ______________________________________Date: ___________________