Administrative Internship Guide More Info

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The College of Saint Rose

432 Western Avenue Albany, N.Y. 12203-1490

Educational Leadership Program

GUIDE TO THE INTERNSHIP

Where Theory Meets Practice

To Serve Students

Effective June 1, 2015

Note: certain processes may slightly differ in Saint Rose Educational Leadership Internships through external operational contracts with the Center for Integrated Education (CITE) in metropolitan New York and Jenmarc in Massachusetts. Interns should always consult the academic advisor or Internship Supervisor with specific internship questions.

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EDUCATIONAL ADMINISTRATION PROGRAM INTERNSHIP GUIDE

TABLE OF CONTENTS Page

Summary of Changes to the Internship Guide ........................................................................ iii. The Internship Proposal Process ............................................................................................... 1 Purpose and Prerequisites ..................................................................................................... 1-2 Internship Planning Checklist ................................................................................................. 2-3 Writing the Proposal ................................................................................................................. 4 Supporting Letter from School District ..................................................................................... 4 Internship Application Form ..................................................................................................... 6 Description of ELCC Standards, Possible Activities, Tasks and Documentation ....................... 7 Suggestions for Possible Leadership Activities Linked to ELCC Standards .......................... 7-16 Sample Proposal for Standards 1 & 2 (Six Standards Required in Proposal) .................... 17-18 Internship Roles and Responsibilities Guide for the College Internship Coordinator ........................................................................ 19 Guide for the Site Supervisor ............................................................................................. 19-20 Guide for the College Supervisor ............................................................................................ 21 Guide for the Internship Seminar ........................................................................................... 21 Expectation for Completion of the Internship ........................................................................ 21 Modifying the Proposal ........................................................................................................... 22 Documenting and Evaluating the Internship ..................................................................... 22-26 The E-Portfolio .................................................................................................................. 27-31 E-Portfolio – Completion and Checklist ................................................................................. 32 Words of Wisdom about Your Educational Administration Internship .................................. 33 Appendix with Templates Internship Application Form ................................................................................................... 35 Internship Proposal Template ........................................................................................... 36-38 ELCC Standards & Elements for Proposal Development ................................................... 39-40 Daily Log .................................................................................................................................. 41 Monthly Report ....................................................................................................................... 42 Leadership Hours Charts (Building & District Levels) ........................................................ 43-44 NCATE Intern E-Portfolio Reflection Assessment (SBL#3 and SDL#7) ............................... 45-73 NCATE Final Internship Assessment (SBL#4 and SDL#4) ................................................. 74-100 Request for Extension to Submit Portfolio…………………………………………………………………………101 New York State Essential Knowledge and Skills for Effective School Leadership………………..102 College of Saint Rose Conceptual Framework and Unit Standards ……………………………………103 ELCC Standards/CSR Frameworks/NYS Standards Crosswalk .............................................. 104

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Summary of Changes to the Internship Guide

Changes to the Internship process and Guide will be on-going as we strive to ensure authentic, comprehensive and challenging experiences for our administrative interns in the evolving field of school leadership.

The major changes to the Internship Process require all interns to address every building and district level ELCC leadership standard and element and to manage all internship documents and artifacts using an electronic portfolio. These changes require minor modification to numerous sections of the Guide. These changes are summarized below within the Guide:

Added reference on cover to possible process differences in internship at either CITE or Jenmarc, need to contact Internship Supervisor (Front Cover)

The 600 hour, 100 of the hours at district level is only a guide but interns must ensure they have a distribution of hours across all standard elements (p. 1 and elsewhere)

Interns will need to generate an artifact that is closely linked for each of the 25 standard elements for BOTH building and district level leadership (for a total of 50 elements) (p. 1 and elsewhere)

Interns will need to ensure that all building and district level leadership standard elements are addressed at least once within the 20 leadership activities (projects) (p. 1 and elsewhere)

Provides examples of typical artifacts for insertion into the internship portfolio (p. 1 and elsewhere)

All examples of leadership activities under each of the ELCC standards have been broadened to link to more elements and be applicable at both building and district level (p. 7-16)

Interns will now use the on-line electronic portfolio system - Chalk & Wire – for uploading and managing artifacts and other internship documentation (no more ring binders!) (p. 2, 3, 27 and elsewhere)

Language throughout indicating need for intern to highlight that portion of an artifact that applies specifically to a unique standard element when an artifact addresses multiple elements

Removal/elimination of the intern Final Evaluation Reflection due to redundant with NCATE 3/7

Removal/elimination of the Final Internship sign off – since Final Evaluation will denote completion

The language of the building and district level ELCC standards has been combined for simplicity of application in this Internship Guide (so they apply to BOTH building and district level) (p. 7-16)

Information about the E-Portfolio including: placement of artifacts; submitting portfolio; accessing support for Chalk & Wire; and the need to address SBL & SDL activities for all elements (p. 27)

The organization of the E-Portfolio in Chalk & Wire: into sections; folders in each section; and a note that the E-Portfolio development is in process and subject to additional revision – contact the Internship College Supervisor for more information and updates (p. 28-32)

In the Appendix: Additional reference of “(Provide Building and District Leader for Each)” where applicable (p. 36-38)

In the Appendix: Added note to the ELCC Building Leadership Standards that the word “district” and “school” can be interchanged to represent both building and district level for purposes of planning (p.39)

In NCATE Assessment – Intern Portfolio Reflection – wording has been modified to reference an electronic portfolio and need to address all SBL and SDL standards and elements (p. 45-47)

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THE INTERNSHIP PROPOSAL PROCESS

Purpose of the Internship

The Educational Administration Internship should help the intern:

□ Apply concepts, knowledge, and skills from study and previous experience to actual problems and day-to-day administrative duties;

□ Become involved in the real administrative life of educational organizations, and learn from administrative colleagues; and

□ Grow and mature, through the internship's challenges, disappointments, and rewards, into a competent and independent educational administrator.

SUBSTANCE: The internship must include a minimum of 600 hours including at least 100 hours at district level of administrative experience. The actual distribution of intern hours across standards and building and district levels varies by intern and the unique character of the internship. However, interns are cautioned to distribute the internship hours across all ELCC Leadership Standards to ensure fully addressing each area of the proposal. The actual aggregate internship hours will depend on meeting the objectives of a proposal submitted to the Educational Administration Internship Committee. Once accepted, this proposal is a contract between the intern and the school site, and the intern and the College. Interns are expected to fulfill this contract even if more hours are necessary than originally anticipated.

DIVERSITY: The internship should provide practice and experience in all of the standard elements of the six ELCC Leadership Standards for both building and district level (25 standard elements for each, 50 total standard elements). Certain internship projects activities may address multiple standard elements. However, an intern shall submit a minimum of 20 separate internship activities (projects) covering the entire range of the standard elements. Within these 20 projects, interns should generate one leadership artifact that is closely linked to each of the respective standard elements for both building and district levels.

The internship will be evaluated based upon the content and quality of the artifacts uploaded into the Internship E-Portfolio discussed below. An artifact can be used to address more than one standard element by uploading the artifact into multiple element files within Chalk & Wire (e.g. 1.1 SBL, 2.1 SDL, etc.). However, when using an artifact linking to multiple standard elements within Chalk & Wire, an intern should highlight that portion of the artifact that most clearly links to a particular standard element. Additionally, the artifact inserted into Chalk & Wire could receive a higher rating for one of the standard elements where there is a much closer link to the element.

Leadership artifacts are evidence. Artifacts might include agendas, reflections, reports, pictures, graphs and charts, handouts, web sites, technical analysis, presentations, PowerPoints, communication documentation, workshop materials, etc.

DEPTH: The internship should place the intern in an active, administrative role. There should be opportunities for the gradual assumption of real responsibility (within the legal limits of delegated authority). For these reasons, full-time internships during the regular school year (based on leaves of absence or sabbaticals) are most desirable. If the intern must maintain some other job responsibilities, a reduced load should be considered, to enable the intern to take on actual administrative responsibilities during the regular school day. Internships involving summer activities can be arranged in some circumstances but, in most cases, they will require additional activities during the Fall or Spring semesters.

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Prerequisites for the Internship

Students seeking an administrative internship at the College of Saint Rose must: 1) have been accepted into either the School Building Leader (SBL), School District Leader (SDL) Certification Program or the Master's Program in Educational Administration at the College; and 2) have completed the prerequisite twelve credit hours (four courses) in Educational Administration at the College, with a minimum grade of B in each course.

Administrative Internship Planning Checklist

BEFORE YOUR INTERNSHIP---

Think about your short and long term career goals.

Carefully review the Internship Guide and attend the Internship Orientation Meeting. Read it carefully. The Internship Guide can also be downloaded from The College of Saint Rose Educational Leadership web site at: http://www.strose.edu/academics/schoolofeducation/educational_leadership .

Begin to discuss a possible internship with your supervisors and/or other potential internship sponsors (Recommended: AT LEAST 6 MONTHS BEFORE YOU HOPE TO START).

Determine whether you are doing a full time internship. If you are working on the internship work full time, the internship may be completed in one semester. If you are doing the internship while teaching (working another job) full time, you must take two semesters to complete the internship.

Contact or meet with the EDA Internship Coordinator if you need help drafting your proposal.

Decide with your supervisors about when you will start your internship, what possible internship activities you will be working on to address the leadership standards, what hours you will work (600 total including 100 hours of district level work), and who your site supervisor will be.

Write a letter of intent to the EDA Internship Coordinator, specifying the expected dates and location of the internship.

Complete at least 12 EDA credits at Saint Rose.

Review NCATE/CAEP assessments: Intern Reflection of the Portfolio (SBL#3, SDL #7); and the Internship Final Evaluation (SBL#4, SDL #4) found elsewhere in this Guide.

Review sample internship proposals.

Draft your proposal and get input from your site supervisor. Consult the Internship Coordinator if you have questions.

Arrange for a letter of support for your internship to be sent by your superintendent, board of education or other governing body to the EDA internship coordinator. (See sample letter)

Make final revisions in your proposal, and submit it to the Internship Coordinator, along with the application form (AT LEAST 6 WEEKS BEFORE STARTING DATE).

Review and familiarize yourself with Chalk & Wire which will function as your Internship E-Portfolio. Interns can access and upload artifacts to the Internship E-Portfolios from anywhere, at any time. For more information: http://techtalk.strose.edu/cw/chalk-wire-support-central. You may also contact the ITS Help Desk by calling 518-454-2190.

http://www.strose.edu/academics/schoolofeducation/educational_leadership

http://techtalk.strose.edu/cw/chalk-wire-support-central

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After receiving approval of your proposal, register for EDA 546, Internship Seminar, immediately. If you intend to complete the internship in one semester, you must register for EDA 546 and 547 concurrently. (You may also need approval from your advisor to override a College registration restriction for registering for both courses concurrently.)

Begin your internship on the scheduled starting date.

Complete fingerprinting requirements. Fingerprinting clearance is required prior to the educational leadership internship. Fingerprinting information is available on the New York State Education Department “TEACH” website at http://www.highered.nysed.gov/tcert/teach.

DURING YOUR INTERNSHIP--

Meet at least twice with your college supervisor, and as often as called for in the proposal with your site supervisor.

Register for EDA 547 for second semester.

Attend the scheduled internship seminars during the first and second semesters of your internship. If you are doing a full-time internship and intend to complete the internship in a single semester, you will need to continue to attend the seminars until completion and submittal of all internship materials.

Maintain your daily log and complete your monthly reports promptly.

Complete the 20 activities (projects) per the internship proposal.

Maintain copies of all materials experienced in the internship – as possible artifacts.

Each of the 20 required projects will generate one or more artifacts. Each intern must select and upload into Chalk & Wire one artifact for each ELCC standard element by the completion of the internship. The artifact should be the best representation of the work by the intern for each standard element. The artifact should be closely aligned to the standard element. Interns may replace an artifact with another high quality artifact at any time prior to submittal of the E-Portfolio to the College Supervisor. If you are using an artifact for multiple standard elements, remember to highlight for each element that portion of the artifact that most closely relates to each standard element.

Consult your college supervisor if problems arise or if you need to revise your proposal.

BEFORE THE END OF YOUR INTERNSHIP--

Complete your E-Portfolio, including the Final Reflective Paper, Evaluations, and NCATE Assessments.

Meet with your college supervisor to review your total internship.

Complete any unfinished business raised at that Final Internship Meeting.

http://www.highered.nysed.gov/tcert/teach

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WRITING THE PROPOSAL (See Sample elsewhere in the Guide and Appendix)

The internship proposal consists of the following seven parts:

The internship proposal consists of the following seven parts: 1) An application form (See Sample elsewhere in Guide; use Template provided); this should be the first page of the proposal; 2) A Philosophical Statement (The interns's philosophy of education and educational leadership, and how that philosophy will shape the internship; approximately one page, typed, single spaced); 3) A summary of the prospective intern's background as an educator (in an up-to-date resume); 4) A list of coursework completed in the Educational Leadership program, indicating semester each course was taken; and whether they were taken at St. Rose or elsewhere; 5) A proposal of the internship activities and evaluation, including an outline of the internship tasks the intern will undertake in each of the ELCC Standards, broken down into the standard elements for each, with the method for documenting each assignment/activity (See Sample elsewhere in Guide; use Template provided); 6) An overall description of the internship assignments and evaluation planned (A brief overview of the internship, mentioning the ELCC Standards, broken down into the standard elements; approximately one page, typed, single-spaced); and 7) A statement of benefits to the sponsoring district (an explanation of how the assignments, and the intern's development, will benefit the district or organization sponsoring the internships; approximately one age, typed, single-spaced.)

THE SUPPORTING LETTER FROM THE SUPERINTENDENT OR BOARD

A letter of support from the Superintendent or Board of Education that has jurisdiction over the prospective internship is required by the College; IT MUST BE RECEIVED BY THE COLLEGE BEFORE THE INTERNSHIP CAN BEGIN. This letter may typically be obtained from the Chief School Officer (Superintendent), and should be submitted to the Internship Coordinator. This letter often includes a copy of the resolution approved by the Board of Education appointing the intern (NOTE: Some districts do not require Board of Education action appointing interns). NOTE: OCCASIONALLY AN INTERNSHIP TAKES PLACE IN MORE THAN ONE DISTRICT OR AGENCY. IN THESE CASES, A LETTER OF SUPPORT MUST BE OBTAINED FROM EACH JURISDICTION.

The letter of support must be on school district letterhead and should contain the following:

1. Verification that the internship experience has been approved by the school district or educational organization.

2. Length of time the internship is to cover, including beginning and ending dates.

3. Time allotted each day specifically for administrative duties.

4. Job title of the internship and brief description of the activities.

5. Identification of the administrator who will serve as the site supervisor.

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The letter of support and the Internship Proposals should be mailed to:

If Working through Albany location If Working through CITE program in NYC/LI Internship Coordinator Internship Coordinators Educational Leadership Program Educational Leadership Program School of Education The College of saint Rose The College of Saint Rose CITE 432 Western Avenue 3678 Oceanside Road West, Suite 202 Albany, NY 12203 Oceanside, NY 11572

DUE DATES FOR ALL INTERNSHIP MATERIALS If beginning internship in the Summer: May 30th

If beginning internship in the Fall: July 30th

If beginning internship in the Spring: December 1st

(Note: These dates are subject to revision by each program)

THE COLLEGE OF SAINT ROSE EDUCATION ADMINISTRATION PROGRAM

INTERNSHIP APPLICATION FORM SUBMIT WITH PROPOSAL TO: Internship Coordinator - Educational Administration Program The College of Saint Rose 432 Western Avenue Albany, NY 12203

Name of Student: Student Name ID #: Student ID.

Street: Type Street Cell Phone: ( ) -

City: Type in City State: State Zip: Zip

School/Agency: Phone:

Work Address:

Street: Type Street Phone: Type Street

City: Type in City State: State Zip: Zip

E-mail: E-mail Address

Present certification(s) held: Certifications

Years of teaching: Years of teaching, subjects/grades

Years of Administrative Experience: Years of administration

Experience: List Experience

Name of school district/agency in which internship will be carried out:

Name of school district/agency

School or Building: School or building and address

Superintendent or person in charge: Superintendent

Site supervisor (name and title):Site supervisor

Title of internship position: Title of internship

Daily schedule: a. Internship: list daily hours

B. Other work: list daily hours

Internship dates: Enter Starting Date Enter Ending Date

Student Signature: Student Signature Date: Click to enter date.

All pieces of the internship application must be completed before it is submitted. Note: Internship hours must total a minimum of 600 hours, of which 100 must be completed at the district level.

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Description of the ELCC Standards, Possible Internship Activities, Tasks and Documentation The following are some suggested activities that generate artifacts for the Internship Portfolio and ensure the administrative intern experiences a comprehensive internship consistent with the six Educational Leadership Constituent Council (ELCC) leadership standards for building and district level activities listed below. The intern must generate one artifact for each of the 25 ELCC building and district level standard elements (combined total of 50 elements). The language of the building and district level ELCC standards has been combined for simplicity of application in this Internship Guide. After each activity, the applicable standard element (or multiple elements) linked to the activity are identified. Also provided is the level of the activity - building level (BL) or district level (DL). A single internship activity may apply to more than one standard element. The internship candidates should be strategic in also selecting or proposing activities that could apply to both the building and district level. An internship activity that applies to building and district level must include exposure to both building and district perspectives and the unique challenges of each. Merely listing an activity as linked to both levels is insufficient. Since internships are unique, an internship leadership activity may look and function very differently in different settings. Therefore, the linked standard elements shown may not sufficiently link with the listed proposed activity below. A final determination of the linkages is made by the College Internship Supervisor with approval of the Internship Proposal. Any internship leadership activity listed in bold must be included in the proposal. Candidates may propose other activities that are linked to one or more of the standards as listed below.

ELCC Standard 1: A building or district level education leader applies knowledge that promotes the success of

every student by collaboratively facilitating the development, articulation, implementation, and stewardship of a shared school vision of learning through the collection and use of data to identify school/district goals, assess organizational effectiveness, and implement school/district plans to achieve school or district goals; promotion of continual and sustainable school or district improvement; and evaluation of school or district progress and revision of school or district plans supported by stakeholders.

ELCC Standard Element 1.1: Candidates understand and can collaboratively develop, articulate, implement, and steward a shared vision of learning for a school or district. ELCC Standard Element 1.2: Candidates understand and can collect and use data to identify school or district goals, assess organizational effectiveness, and implement plans to achieve school or district goals. ELCC Standard Element 1.3: Candidates understand and can promote continual and sustainable school or district improvement. ELCC Standard Element 1.4: Candidates understand and can evaluate school or district progress and revise school or district plans supported by school stakeholders

ELCC Standard 1 Internship Activity Examples for Building & District Levels

a. Review the school’s or district’s vision, mission, and goals and develop an informative article for the district newsletter that helps build stakeholder support. (1.1 – 1.4) BL/DL

b. Select a specific K-12 discipline, examine and evaluate the curriculum regarding consistency with the Common Core standards, share a written report with the site supervisor. (1.1-1.4; 2.2, 5.5, 6.3) BL/DL

c. Serve on a school or district curriculum team reviewing and implementing curriculum changes. (1.1-1.4, 2.1, 2.2, 4.1, 5.5) BL/DL

d. Review recent literature on school improvement and “best practices” that support the school or district vision and share with administration, faculty, and the site supervisor. (1.1-1.4, 2.2, 2.3, 2.4, 3.2) BL/DL

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e. Select a best instructional practice supported in the literature and consistent with the school vision, and develop a plan for its implementation and use in the school building or district-wide. (1.1-1.4, 2.2, 2.3, 2.4, 3.2 ) BL/DL

f. Help plan for or coordinate transitional activities for students as they progress to higher grade levels. (1.1-1.4, 5.1, 5.3, 5.5) BL/DL

g. Develop and/or coordinate academic recognition programs that celebrate student success in the building or district-wide. (1.1, 1.3, 4.3, 5.1, 5.5, 6.1) BL/DL

h. Develop and/or coordinate school or district activities with other stakeholders that support raising achievement for all students. (1.1-1.4, 2.1, 2.4, 4.1, 4.2, 4.3, 5.5) BL/DL

i. Identify all state, national and local assessments at either elementary, middle or high school and evaluate how the results of these assessments are used to inform instruction. (1.1 – 1.4, 2.2, 3.2, 4.1) BL/DL

j. Collaborate with others and facilitate the creation and development of authentic assessments of student work through the use and/or evaluation of rubrics, end-of-course tests, projects. (1.2, 1.3, 2.1) BL/DL

k. Design a detailed process for the development, articulation, and implementation of a building or district vision, share the plan with your site supervisor and seek feedback. (1.1-1.4) BL/DL

l. Along with the principal, participate in reviewing the school or district mission and vision with the faculty and staff. (1.1, 1.3, 4.1, 6.2) BL/DL

m. Present the school or district vision, mission and goals to the Parent-Teacher organization, and other local school partners (business, agencies, etc.) (1.1, 1.3, 4.3, 4.4, 5.1, 5.2, 5.3, 6.1, 6.2) BL/DL

n. Monitor/assess the school or district progress towards achieving one or more of its’ goals, and develop a written plan of any revisions needed, share with the site supervisor. (1.2, 1.4) BL

o. Design a collaborative process for developing and implementing a school or district vision and share it with your site supervisor. (1.1, 1.2, 4.1, 4.2, 5.5) BL/DL

p. Develop a comprehensive plan for communicating the school or district vision to appropriate school constituencies. (1.1, 1.3, 4.1, 4.3, 5.2, 5.5) BL/DL

q. Review three years of state assessment data (e.g. grade 3-8 math, Regents biology, etc.) and compare to two other school districts that share similar attributes. Analyze the results and identify the greatest need for action within the school and/or districtwide. (1.2, 2.2) BL/DL

r. Review the school or district improvement plan, compare efforts being made at the school or district level and share your observations with the administration and/or the site supervisor. (1.2, 1.4, 2.1) BL/DL

s. Review the literature on school organizational change processes and assess in writing the school building or district level for challenges to collaborating, assessing, and implementing processes requiring change. (1.2, 1.3, 3.1, 5.4, 5.5, 6.2) BL/DL

t. Collaboratively design a comprehensive, building-level or district level professional development program for a school or district. (1.2, 1.3, 2.1, 2.3, 3.4, 4.1, 5.5) BL/DL

u. Research models for instructional program assessment and evaluation, select one or more that would be helpful in your school or district, and share results with the site supervisor. (1.2, 1.4, 3.2) BL/DL

v. Compare/contrast methods of teacher supervision used in your current school level or district level and compare with at least two other districts and share with your site supervisor. (1.3, 2.3, 2.4) BL/DL

w. Study the district’s APPR Program. Research creative ideas for Professional Growth Plans that could be used by teachers and share with your site supervisor. (1.3, 2.1, 2.2, 2.3, 2.4, 3.2) BL/DL

x. Conduct informal teacher walk-through observations with the principal and compare results. (1.3, 2.1, 2.3, 3.5) BL y. Serve as an instructional coach for teachers. (1.3, 2.1, 2.3, 3.4, 5.2) BL z. Research pertinent professional articles to be able to discuss with teachers during the APPR evaluation process what

will promote good teaching; summarize in writing. (1.1-1.4, 2.1, 2.3, 2.4) BL

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every student by sustaining a school and district culture and instructional program conducive to student learning through collaboration, trust, and a personalized learning environment with high expectations for students; creating and evaluating a comprehensive, rigorous and coherent curricular and instructional school and district program; developing and supervising the instructional and leadership capacity of staff; and promoting the most effective and appropriate technologies to support teaching and learning within a school or district environment.

ELCC Standard Element 2.1: Candidates understand and can sustain a school or district culture and instructional program conducive to student learning through collaboration, trust, and a personalized learning environment with high expectations for students. ELCC Standard Element 2.2: Candidates understand and can create and evaluate a comprehensive, rigorous, and coherent curricular and instructional school or district program. ELCC Standard Element 2.3: Candidates understand and can develop and supervise the instructional and leadership capacity of school and district staff. ELCC Standard Element 2.4: Candidates understand and can promote the most effective and appropriate technologies to support teaching and learning in a school or district environment.


a. Research data on school or organizational climate and analyze any previous recent climate data collected for the

school or district and share with the site supervisor. (2.1, 1.2, 4.1,5.2, 5.3) BL/DL b. Conduct an assessment through observations, discussions, 1:1 interviews, or a survey regarding how the school

culture promotes and supports diversity within the school or district. (2.1, 4.1, 4.2, 4.3, 5.1, 5.3, 6.1) BL/DL c. Collaborating with others, select a school or district improvement goal, and develop a plan for action. (2.1, 1.2, 1.3)

BL/DL d. Observe school or district programs and activities and identify and document observation of differentiated learning

opportunities and share with the site supervisor. (2.1, 2.2, 2.4, 5.3, 5.5) BL/DL e. Recognize and celebrate diversity in programs, curriculum, and instructional practices. (2.1) BL/DL f. Research use of appropriate content based learning materials and learning strategies and share with faculty. (2.1) BL g. Develop a plan/strategy for promoting trust, equity, fairness, and respect among students, parents, and school and

district staff. (2.1, 4.3, 6.1) BL/DL h. Research theories on a personalized learning environment or on motivation and share with others in the school or

district. (2.1, 2.3, 2.4, 3.2) BL/DL i. Collaborate with faculty or participate on a school or district team to plan, implement, and evaluate a coordinated,

aligned, and articulated curriculum (2.1, 2.2, 1.3) BL/DL j. Review three years of state assessment data in a curricular area (e.g. grade 3-8 math, Regents biology, etc.) and

compare to two other school districts that share similar attributes. Analyze the results and identify the greatest need for action. (2.1, 2.2, 1.1, 1.2, 1.3, 1.4) BL/DL

k. Review three years of school report card data and link to school or district goals, develop a written communication that is shared with staff, parents and community. (2.2, 1.4, 4.3, 4.4) BL/DL

l. Investigate and review theories and literature on curriculum development and instructional delivery and develop a written summary – share with others including the site supervisor. (2.2, 2.4, 1.3) BL/DL

m. Review the teacher performance evaluation system in the school or district and select another district and compare the differences and similarities. (2.1, 2.2, 2.3, 3.2) BL/DL

n. Observe how technology is utilized within the school or district to enhance instruction and student learning, identify the effectiveness of its use and obstacles. Share the observations with the Technology Director/site supervisor. (2.2, 2.4) BL/DL

o. Review and assess the type, frequency, and content of professional development in the school or district and evaluate the link between the development and school goals or identified needs. (2.1 – 2.4) BL/DL

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p. Through interviews, conversations, 1:1 or survey, collect school or district data on teacher perceived needs regarding high quality professional development. (2.1, 2.2, 2.3, 3.4) BL/DL

q. Review various standards for high quality effective leadership practices and develop a personalized set of leadership standards that can be articulated with the site supervisor. (2.3) BL/DL

r. Design professional growth plans to increase the capacity of school staff and leaders that reflect national professional development standards. (2.3) BL/DL

s. Required: Conduct an APPR assessment—pre-observation, observation, and post-observation for a teacher or student teacher. (2.1, 2.3, 2.4) BL

t. With involvement of facilities and technology staff, conduct a review of the infrastructure capacity of the school regarding supporting technology for learning and management. (2.4, 3.1, 4.1) BL/DL

u. Serve/participate on a technology planning committee for the school or district that is involved in planning for and implementation of technology tools to enhance instruction. (2.4, 3.1, 3.4, 4.1) BL/DL

v. Use technology and performance management systems to monitor, analyze, and evaluate school or district assessment, and data results for accountability reporting. (2.4, 1.2, 1.4) BL/DL

w. Present to the faculty or department, technological strategies for promoting student learning. (2.4) BL/DL x. Survey the literature on effective practices for the design, implementation and evaluation of high quality

professional development; compile and report on same to your site supervisor. (2.3, 2.4, 1.3) BL/DL y. Review the literature on school or organizational climate and culture and its impact on student learning including

model programs that create professional learning communities that engage administrators and teachers in ongoing discussions on continuous improvement of instruction; compile and report on same. (2.1-2.4) BL/DL

z. Create a report to be presented to the superintendent and/or Board of Education that includes recommendations for improving/enhancing the overall quality of existing professional development initiatives, a rationale for each recommendation, a proposed budget, a timeline and a means for evaluating the impact of the recommendations. (2.1-2.4, 1.1, 1.2. 1.3, 3.2, 3.5) BL/DL

aa. Work closely with an administrator to plan and deliver professional development on a specific topic. Include a needs assessment and evaluation instrument. (2.1, 2.3, 5.5) BL/DL

bb. Conduct opening day staff orientation, superintendent’s conference days, new staff mentoring, meetings, substitute teacher orientation sessions, etc. (2.1 – 2.3, 6.1) BL/DL

cc. Design and participate in various activities designed to increase and encourage parental involvement. (2.1, 4.2, 4.3, 6.1, 6.2) BL/DL

dd. Analyze school and district instructional data in order to develop appropriate instructional activities and set instructional goals (2.2, 1.2) BL/DL

ee. Review the literature for best practices in relation to data management, compile and report on same. (2.1-2.3; 1.2-1.3, 3.1) BL/DL

ff. Review the literature for best practices in relation to curriculum mapping; compile and report on same. (2.1-2.3; 1.2-1.3) BL/DL

gg. Review the literature for best practices in relation to differentiated learning; compile and report on same. (2.1-2.3; 1.2-1.3) BL/DL

hh. Work closely with a group of teachers to assess instructional data (building or district-wide) over time, identify problem areas and propose solutions. (2.1-2.3, 1.2, 3.4, 4.1) BL/DL

ii. Build capacity of teachers to engage in curriculum mapping and improve instructional practice by providing professional development sessions to them. (2.1,2.3) BL/DL

jj. Organize a curriculum study and review of a particular topic. (2.1-2.3, 3.4, 4.1) BL/DL kk. Chair a curriculum council/writing committee. (2.1-2.3, 1.1, 1.2, 3.4, 4.1) BL/DL ll. Conduct informal observations in ELA/Math/Interdisciplinary Areas/Special Education/Content Area other than the

one intern is certified in. (2.1-2.3, 1.1, 1.2, 3.4, 4.1) BL/DL mm. Chair a committee that focuses on improving instruction for struggling learners (AIS/dropouts/GED, etc). (2.1-2.3,

5.1, 5.3, 5.5) BL/DL nn. Study the district’s APPR Program. Research creative ideas for Professional Growth Plans to share with teachers.

(2.3, 1.3) BL/DL oo. Supervise student teachers. (2.3) BL/DL pp. Research pertinent professional articles to be able to discuss with teachers during the APPR evaluation process that

will promote good teaching; summarize in writing. (2.3, 1.3) BL/DL

11


every student by ensuring the management of the organization, operation, and resources through monitoring and evaluating the school or district management and operational systems; efficiently using human, fiscal, and technological resources; promoting and protecting the welfare and safety of students and staff; developing school or district capacity for distributed leadership; and ensuring that teacher and organizational time is focused to support high-quality instruction and student learning.

ELCC Standard Element 3.1: Candidates understand and can monitor and evaluate school and district management and operational systems. ELCC Standard Element 3.2: Candidates understand and can efficiently use human, fiscal, and technological resources to manage school or district operations. ELCC Standard Element 3.3: Candidates understand and can promote policies and procedures that protect the welfare and safety of students and staff within the school or district. ELCC Standard Element 3.4: Candidates understand and can develop school and district capacity for distributed leadership. ELCC Standard Element 3.5: Candidates understand and can ensure teacher and organizational time focuses on supporting high-quality school instruction and student learning.


a. Interview school administration regarding how/when external legal resources are accessed and how this resource helps guide decisions and report on same. (3.1, 3.2, 3.3) BL/DL

b. Review recent school or district newsletters or other community communications and evaluate their effectiveness in communicating the school or district vision, mission and goals. (3.1, 1.1, 4.3, 4.4) BL/DL

c. Select several school and district processes (e.g. dismissal, attendance, parent-teacher conferences, etc.) and analyze the school and district processes and operations to identify challenges and opportunities for improvement. (3.1, 3.2, 5.4, 5.5) BL/DL

d. Review several Board of Education policies or Administrative Regulations on school or district operations or processes and compare these guidelines with actual operations and report on same. (3.1, 3.2, 5.4) DL

e. Obtain copy of any school or district instructional, technology, facility or financial long range plan and comment on same. (3.1, 3.2, 2.4) BL/DL

f. Interview an administrator responsible for making decisions or recommendations on staffing at the school and/or district level. Collect any staffing lists or other data demonstrating the planning and allocation of staffing, and report on same. (3.1, 3.2) BL/DL

g. Discuss building maintenance needs with the principal and assess how needs are prioritized, communicated to others, and funded. Document a similar discussion held with the Director of Facilities, and compare perspectives. (3.1, 3.2, 3.3) BL/DL

h. Review the district policy on building use by outside groups and review the process with the site supervisor and document the process, challenges, and possible ideas to improve it and report on same. (3.1, 3.2, 3.3,4.3, 4.4) BL/DL

i. Interview a building, department or district supervisor about the budgeting process and how there is an alignment of resources to building and/or priorities. (3.2, 5.1, 5.2, 5.4) BL/DL

j. Analyze how space is currently being used in a school and develop a future space utilization plan for the school and share with the site supervisor. (3.1, 3.2, 3.3, 3.5) BL

k. Discuss with school staff and the principal how long-term needs are determined and report on same. (3.1, 3.2) BL l. Review the building and/or district school safety plan and select one of the procedures to conduct a “table top”

exercise with school or district staff. (3.3, 3.4, 5.3) BL/DL

12

m. Work with an administrator in conducting a disciplinary conference with a student and report on same. (3.3, 3.5, 5.1, 5.4, 5.5) BL

n. Review and assess the student “sign out” process (or similar student safety issue) used by parents and evaluate its effectiveness and consistent enforcement. (3.1, 3.3, 5.4, 5.5, 6.1) BL/DL

o. Review the school-based discipline management policies and plans as well as the student Code of Conduct, access the VADIR report, and identify trends or issues regarding student behavior that may require special attention. (3.1, 3.3, 3.5, 5.1, 5.3, 5.4, 5.5) BL/DL

p. Participate in or chair a school building safety team that meets periodically to address issues of safety and security. (3,1, 3.3, 3.4, 6.1) BL/DL

q. Research literature on distributed leadership and shared decision making, meet with the site supervisor to discuss how to share leadership and encourage staff to assume roles in the school. (3.1, 3.2, 3.4, 5.2) BL

r. Conduct or participate in a meeting and create opportunities for others to assume roles of leadership at either the school or district level. (3.2, 3.4, 5.3) BL/DL

s. Review any shared decision making plan for the school (also look at the teacher contract and Board of Education policy) and examine for language detailing the rights and responsibilities of staff to participate in decisions and report same. (3.1, 3.2, 3.4, 5.4) BL/DL

t. Research leadership strategies that maximize teacher time spent delivering or collaboratively planning high-quality instruction and share this information with the site supervisor. (3.2, 3.5, 1.3, 2.1) BL/DL

u. Collect school policies and written procedures that protect time and schedules to maximize teacher instructional time and student learning and report on same. (3.2, 3.5, 1.3, 2.1) BL/DL

v. Work with the school person responsible for developing the school master schedule, and participate in the development of a future schedule. (3.2, 3.5, 1.3, 2.1) BL

w. Research local, state and federal grant opportunities and partner with community agencies/partnerships in jointly applying for funding to solve a school or district-wide problem or issue. (3.2, 3.3, 4.1, 4.2, 4.4) BL/DL

x. Participate in and/or coordinate the inducting and/or mentoring of new teaching staff. (3.2, 3.4, 1.3, 2.1, 2.3) BL/DL y. Assist with recruitment and selection of new personnel. (3.2. 5.3, 5.5, 6.2, 6.3) BL/DL z. Research/study teacher discipline issues. Prepare a draft counseling memo. (3.2, 3.3, 2.3) BL aa. Compare/contrast the union contract provisions of two separate labor agreements within the district, or select one

labor unit agreement from within the district and one from outside the district and conduct a similar analysis. (3.1-3.5) BL/DL

bb. Review written job descriptions for building or district paraprofessionals, interview some of the staff, and compare the job description to actual duties. Share results with the site supervisor. (3.2, 3.4, 2.3) BL/DL

cc. Participate in or chair a building or district Crisis Response Team. (3.3, 3.4, 4.1, 5.4, 6.3) BL/DL dd. Participate on/observe a collective bargaining team; keep journal on same. (3.1, 3.2, 3.4, 4.1, 5.2, 5.4) DL ee. Conduct a human resources needs assessment and prepare an action plan to solve a problem. (3.1, 3.2) BL/DL ff. Research effective co-teaching models for teaching. Prepare fact sheet and possible professional development for

staff. (3.2, 1.1, 2.1, 2.3) BL/DL gg. Oversee/coordinate test administration including proctoring schedules and provision of accommodations for

students with special needs. (3.2, 3.3, 2.3, 5.1, 5.5) BL hh. Assist with daily management of the building including opening, closing, after school programs, summer school

programs and extracurricular activities. (3.1, 3.2, 3.3) BL ii. Assist with the development of master schedules. (3.1, 3.2, 3.5) BL jj. Research best practices/programs for improving student discipline and report on same. (3.1-3.3, 3.5) BL/DL kk. Handle day to day student discipline concerns. (3.1-3.3, 3.5) BL ll. Engage in the design, implementation and evaluation of crises management plan and responses. (3.1, 3.3, 5.4, 5.5)

BL/DL mm. Carry out building safety and maintenance checks. (3.1, 3.3) BL nn. Research and implement ways for students to be involved in shared decision-making in areas of the school that

directly affect students. (3.4, 4.1, 4.3, 5.1, 5.3) BL oo. Prepare, implement and evaluate testing administration to ensure integrity of testing, while maximizing resources

and time on instruction. (3.1, 3.2, 3.3, 3.5, 5.4) BL pp. Prepare the VADIR Report for the building/district. Look for patterns that emerge from the data to work on school

climate/culture. (3.1-3.3) BL/DL qq. Serve as “principal for the day” or shadow the building principal at as many buildings/ levels as possible. (3.1 -3.5) BL

13

ELCC Standard 4: A building and district level education leader applies knowledge that promotes the success

of every student by collaborating with faculty and community members, responding to diverse community interests and needs, and mobilizing community resources on behalf of the school and district by collecting and analyzing information pertinent to improvement of the educational environment; promoting an understanding, appreciation, and use of the diverse cultural, social, and intellectual resources within the school district community; building and sustaining positive school and district relationships with families and caregivers; and cultivating productive school and district relationships with community partners.

ELCC Standard Element 4.1: Candidates understand and can collaborate with faculty and community members by collecting and analyzing information pertinent to the improvement of the school and district’s educational environment. ELCC Standard Element 4.2: Candidates understand and can mobilize community resources by promoting an understanding, appreciation, and use of diverse cultural, social, and intellectual resources within the school district community. ELCC Standard Element 4.3: Candidates understand and can respond to community interests and needs by building and sustaining positive school and district relationships with families and caregivers. ELCC Standard Element 4.4: Candidates understand and can respond to community interests and needs by building and sustaining productive school and district relationships with community partners.

ELCC Standard 4 Internship Activity Examples for the Building & District Levels

a. Research the literature on best practices for identifying and mobilizing community resources and report on same. (4.1-4.4, 6.1) BL/DL

b. Select a specific issue regarding a school and analyze information relating to the issue or challenge keeping in mind the needs of students, parents, and caregivers. (4.2, 4.3, 5.5, 6.1) BL

c. Select a current problem or challenge in your school or across the district, identify multiple sources of evidence that you would need to utilize to inform your decision making as a school or district leader. (4.1-4.3) BL/DL

d. Investigate various types of communication and strategies that improve the school or district educational environment and share with the site supervisor. (4.3, 4.4, 6.1) BL/DL

e. Use collaboration strategies to collect, analyze, and interpret school, student, faculty, and community information. (4.1, 4.2, 4.3, 1.4, 3.4) BL/DL

f. Develop a written communication that would share information about the school or district with the community. (4.3, 4.4, 6.1) BL/DL

g. Identify and develop a plan to mobilize community resources that embraces and reinforces school-based cultural competence and celebration of diversity (4.2, 4.3, 4.4, 5.3, 5.5, 6.1) BL/DL

h. Identify and use diverse community resources to improve school or district programs and services. (4.2, 4.3, 4.4) BL/DL

i. Research school strategies for effective oral and written communication with families and caregivers within the district and/or other schools and record the evidence. (4.1-4.4) BL/DL

j. Conduct a needs assessment of families and caregivers by working with parent and community groups, social services, school counselors, and social workers, etc. (4.1-4.4, 5.3, 6.1) BL/DL

k. Develop collaboration opportunities and employ strategies for building effective relationships with families and caregivers and record same. (4.2, 4.3, 6.1) BL/DL

l. Find and/or recognize opportunities to involve families and caregivers in the decision-making processes at the school. (4.3, 4.4, 3.4) BL

m. Research effective parent/community involvement for best practices, especially those that positively impact student achievement. Prepare electronic resource. (4.1, 4.3, 1.1, 2.1) BL/DL

n. Create a database of community-based organizations providing services/resources to schools. (4.1, 4.2, 4.4) BL/DL

14

o. Chair a committee to draft a parent/family involvement policy for the school district based on your research and comparison to other districts. (4.1-4.3, 3.4) DL

p. Contribute to a school or district publication or website to inform the community about school events, goals, vision, and opportunities for involvement on decision making. (4.1-4.3, 3.4, 1.1, 2.1) BL/DL

q. Research/prepare a guide for students/parents/community members that identifies community resources/services available. (4.1-4.4.) BL/DL

r. Chair a school/community workgroup to study/identify solutions for difficult problems (Ex. bullying, cyberbullying, drug/alcohol issues). (4.1- 4.4, 1.1, 3.4) BL/DL

s. Coordinate and supervise school/community events. (4.1, 4.3-4.4) BL t. Survey community attitudes toward the schools. (4.1-4.2) BL/DL u. Attend/present at school board meetings. (4.1, 1.3, 1.4, 5.5, 6.1) BL/DL v. Compare/contrast school district public relations programs and make recommendations for improvement in your

school district. (4.3, 4.4, ) BL/DL w. Coordinate district continuing education, summer, or after school programs. (4.1-4.4, 1.1, 3.1, 3.2, 3.3) BL/DL x. Develop a written proposal to actively include and engage the entire community in the school improvement process.

(4.2-4.4, 1.1, 2.1, 3.4) BL/DL y. Analyze and communicate school or district progress and student achievement to teachers, partners and staff. (4.2-

4.4, 1.1, 2.1) BL/DL z. Develop and present a plan to the administrative team, a committee or the Board of Education recommending how

to establish a closer alignment and cooperation with social services (or similar agencies) with the school district. (4.2, 4.3, 4.4) BL/DL


every student by acting with integrity, fairness, and in an ethical manner to ensure a school system of accountability for every student’s academic and social success by modeling principles of self-awareness, reflective practice, transparency, and ethical behavior as related to their roles within the school and district; safeguarding the values of democracy, equity, and diversity; evaluating the potential moral and legal consequences of decision making in the school or district; and promoting social justice within the school or district to ensure that individual student needs inform all aspects of schooling.

ELCC Standard Element 5.1: Candidates understand and can act with integrity and fairness to ensure a system of accountability for every student’s academic and social success. ELCC Standard Element 5.2: Candidates understand and can model principles of self-awareness, reflective practice, transparency, and ethical behavior as related to their roles within the school or district. ELCC Standard Element 5.3: Candidates understand and can safeguard the values of democracy, equity, and diversity. ELCC Standard Element 5.4: Candidates understand and can evaluate the potential moral and legal consequences of decision making in the school or district. ELCC Standard Element 5.5: Candidates understand and can promote social justice to ensure that individual student needs inform all aspects of schooling.

15

ELCC Standard 5 Internship Activity Examples for the Building & District Levels

a. Review leadership theory regarding integrity, fairness, and ethical practice and compile and discuss with the site

supervisor. (5.1, 5.2, 5.3) BL/DL b. Identify the challenges or obstacles within the school or district that might inhibit equity of opportunity for all

children and affect student accountability regarding student achievement. (5.1, 5.3, 5.5, 6.1) BL/DL c. Research information of leadership principles of integrity and fairness and identify leadership practices and decisions

demonstrating these principles. (5.1, 5.2, 5.3, 5.5, 6.1) BL/DL d. Review school district student polices regarding equity, social justice, or accountability and report. (5.1, 5.2, 5.3, 5.5,

6.1) DL e. Based upon your research and observation of teaching and leadership practice, create operational definitions of

accountability, equity, and social justice. (5.1-5.3, 5.5, 3.2) BL/DL f. Study and report on basic principles of ethical leadership behavior established by legal and professional

organizations including local Board of Education policy, administrative evaluation procedures, NYSSBA, NYSCOSS, SANYS, NAESP, NASSP, NYSED, etc. (5.2, 5.4, 6.2, 6.3) BL/DL

g. Formulate a school-level leadership belief statement grounded in ethical standards and practices, share with your site supervisor and record same. (5.2, 5.4, 5.5) BL

h. Analyze leadership decisions within the school or district in terms of established ethical practices and document same. (5.2, 5.4, 5.5) BL/DL

i. Study and analyze equity of resource distribution to students based upon need and comment on fairness and recognition of needs disparity. (5.3, 5.5, 3.2, 3.3) BL/DL

j. Evaluate and report on school or district policies and procedures that support democratic values, equity, and diversity issues within the school or district. (5.3, 3.4) BL/DL

k. Utilizing appropriate communication skills, advocate for democracy, equity, and diversity in a letter to a local or state political office. (5.3-5.5, 6.1, 6.2) BL/DL

l. Analyze the moral and legal consequences of a particular decision you were required to make in your leadership internship experience and report same. (5.1, 5.3, 5.4) BL/DL

m. Attend a student disciplinary conference analyzing the conference in view of fairness, ethical and legal aspects and report on same. (5.1-5.5) BL

n. Compare/contrast policies from several school districts to make recommendations for improvements (attendance, discipline, student support, health-related, etc.). (5.1, 5.3, 5.4, 5.5, 3.1, 3.2, 1.1) BL/DL

o. Compare/contrast discipline procedures for general education versus special education students; prepare a fact sheet on same. (5.3-5.5, 6.1-6.2) BL/DL

p. Study affirmative action guidelines to design interview questions for job candidates that ensure a respect for fairness, diversity and meets legal guidelines. (5.1-5.5) BL/DL

q. Prepare/update handbooks for students/staff/parents/community members (e.g. summer school, kindergarten, student support, health services, substitute teachers, etc.) (5.4, 5.5, 4.3, 3.3, 1.1) BL/DL

r. Attend school law conferences and prepare summary of relevant issues for administrators and teachers. ((5.4, 6.1, 6.2) BL/DL

s. Participate/attend a 504 meeting or Special Education IEP meeting and record observations of same. (5.1, 5.3, 5.4, 5.5, ) BL/DL

t. Assess current procedures ensuring student and teacher confidentiality regarding disciplinary issues and develop a plan for improving the process. (5.1-5.5) BL/DL

u. Research/evaluate professional organizations in education for personal membership. (5.2, 6.1, 6.2, 6.3) BL/DL v. Attend leadership conferences at the local, state or national level (NYSSBA, NYSCOSS, SANYS, NAESP, NASSP, NYSED,

NYSASBO, ESEA, etc.) and share learning and implement ideas/practices. (5.2, 6.1, 6.2, 6.3) BL/DL w. Research/plan/conduct study circles/book clubs with other educators on the topic of integrity, equity, or ethical

decision making. Report on same. (5.2, 5.4, 5.5) BL/DL x. Commit to reading educational email services or professional journals on a regular basis and implement

ideas/practices. Report on same. (5.2) BL/DL y. Research/collect/prepare a journal of effective leadership theories and practices. (5.2, 1.1, 1.3) BL/DL z. Shadow/make site visits to observe other educational leaders in their practice. (5.2, 5.5) BL

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every student by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context through advocating for students, families, and caregivers; acting to influence local, district, state, and national decisions affecting student learning in a school or district environment; and anticipating and assessing emerging trends and initiatives in order to adapt appropriate leadership strategies.

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

ELCC Standard Element 6.2: Candidates understand and can act to influence local, district, state, and national decisions affecting student learning.

ELCC Standard Element 6.3: Candidates understand and can anticipate and assess emerging trends and initiatives in order to adapt appropriate leadership strategies.


a. Select a state legislative proposal that would impact upon education and develop an advocacy plan that supports students, families and caregivers. (6.1, 6.2, 6.3, 4.3, 5.5) BL/DL

b. Meet with local, regional or state political or community leaders and discuss ways to build stronger relationships to keep informed of issues. (6.1-6.3, 4.2, 4.4) BL/DL

c. Through reading and study of emerging educational issues, identify five issues or challenges that you reasonably anticipate should occur in education (nationally, state or local) and respond how school leadership should prepare to deal with each one from both a building and district perspective. (6.1-6.3) BL/DL

d. Participate in a county-wide committee that impacts education at bother a school and district perspective. (6.1, 6.2, 6.3, 4.3, 4.4, 5.5) BL/DL

e. Analyze how state and federal law and policy is applied consistently, fairly and ethically within the school or district. (6.1, 5.1, 5.3, 5.4) BL/DL

f. Create a written plan for public advocacy based on an analysis of the complex causes of poverty and other disadvantages and the amount of state and federal funding provided to education. (6.1, 5.3, 3.2) BL/DL

g. Serve as a respectful spokesperson for students and families within the school by presenting at public school meetings or regional conferences. (6.1, 6.2, 4.3, 5.5) BL/DL

h. Meet with a state political leader to discuss how state laws and regulations are developed and enacted and the role of the public (and others) in influencing the legislature. (6.1-6.3) BL/DL

i. Advocate for school policies and programs that promote equitable learning opportunities and student success. (6.1, 6.2, 5.1, 5.3) BL

j. Communicate local school policies, laws, regulations, and procedures to appropriate school stakeholders. (6.1, 4.3, 4.4) BL/DL

k. Review the research on achievement data on various grade level options and analyze in general, the advantages of each regarding achievement, cost, schedule, etc. (6.3, 3.1, 3.2, 5.5) BL/DL

l. Study the advantages of a possible merge of two or more districts regarding impact on finance and educational opportunity. (6.3, 5.1, 3.1, 3.2, 1.3) BL/DL

m. Interview a number of school leaders regarding the managerial and leadership skills required today with those anticipated in the future. Record the list of changes and compare the list with your own skill set. Share and discuss with your site supervisor. (6.3) BL/DL

n. Attend a Board of Education meeting and analyze the political, economic, and legal implications of selected agenda items that were discussed by the Board of Education. (6.1-6.3, 5.4, 5.1) BL/DL

o. Interview a local municipal planning and zoning official regarding municipal population projections and obtain projections and compare with the school district enrollment projections, noting discrepancies. Develop a plan for how to approach the discrepancy and report on same. (6.1-6.3, 4.1, 3.1, 3.2) BL/DL

p. Attend professional and community meetings in the area that support the school and school district. (6.1-6.2, 4.3, 4.4) BL/DL

q. Attend functions and or presentations from SAANYS, ASCD, NYASCD, CASDA, BOCES, NYSSBA, NYSCOSS, NYSASBO. (6.1-6.3, 5.2) BL/DL

17

SAMPLE Proposal for Standards 1 & 2 (See Appendix Page XX – XX for template)

Internship Leadership Activities Linked to ELCC Leadership Standards

THE COLLEGE OF SAINT ROSE EDUCATIONAL LEADERSHIP PROGRAM

STANDARDS, ELEMENTS, LEADERSHIP ACTIVITIES, TASKS, AND DOCUMENTATION

Submitted By:

Mary/John Q. Intern, Sweethill Middle School Summer 20XX

ELCC Standard 1 Building Level (1.1-1.4)

ELCC Standard Element

Leadership Activity

Tasks

Documentation

ELCC Standard

Element 1.1:

Candidates understand

and can collaboratively

develop, articulate,

implement,

and steward a shared

vision of learning for a

school.

Review the school’s vision,

mission, and goals and

develop an informative

article for the district

newsletter. (1.1, 1.3)

1.1.1 Review school or district’s vision, mission, and

goals.

1.1.2 Interview school leadership and possible Board

of Education regarding status of goals, and history

of the development of vision and mission.

1.1.3 Review recent or previous newsletter articles

that discussed topic.

1.1.4 Write draft of article.

Submit draft article to site supervisor.

Complete final article and submit.

Obtain copies of district

vision, mission and goals.

Document interviews with

notes.

Include recent articles.

Include draft.

Include final article.

ELCC Standard

Element 1.2:


and can collect and use

data to identify school

goals, assess

organizational

effectiveness, and

implement plans to

achieve school goals.

Review three years of

state assessment data

(e.g. grade 3-8 math,

Regents biology, etc.) and

compare to five other

school districts that

share similar attributes.

Analyze the results and

identify the greatest

need for action. (1.2, 2.2)

1.2.1 Select a subject and grade level

1.2.2 Discuss with school staff where to locate the

data (school report card, etc.).

1.2.3 Locate 5 similar schools or districts

1.2.4 Analyze data and compare mean scores over 3

years

1.2.5 Identify issues or data differences within the

school or district.

1.2.6 Explore/discuss with site supervisor causes of

any variation.

Maintain notes of meeting

and location of data.

Document data collected

Highlight data

differences.

Notes on discussion

Written summary

ELCC Standard

Element 1.3:


and can promote

continual and

sustainable school

Improvement.

Same as 1.1 Same as 1.1

Same as 1.1

ELCC Standard

Element 1.4:


and can evaluate school

progress and revise

school plans supported

by school stakeholders.

Monitor/assess the

school’s progress towards

achieving one or more of

its goals, and develop a

written plan of any

revisions needed, (1.4)

1.4.1 Review and select 1 school/district goal.

1.4.2 Analyze the progress towards goal by talking

with supervisor and reviewing data.

1.4.3 Compare data to established benchmark

Assess progress and explore any needed

modifications or leadership adaptations .

Provide copy of goal.

Provide notes of meeting

and any data.

Provide copy of goal

differences and

recommendations.

18

ELCC Standard 2 Building Level (2.1-2.4)


Leadership Activity

Tasks

Documentation

ELCC Standard

Element 2.1:


and can sustain a school

culture and

instructional program

conducive to student

learning through

collaboration, trust,

and a personalized

learning environment

with high expectations

for students.

Conduct an assessment

through observations,

discussions, 1:1

interviews, or a survey

regarding how the school

culture promotes and

supports diversity within

the school. (2.1)

2.1.1 Research data collection for attitudinal survey

methods.

2.1.2Research literature on school culture, &

diversity.

2.1.3 Select process for data collection after

meeting w/site supervisor.

2.1.4 Develop draft of questions for data collection.

2.1.5 Administer/collect data

2.1.6 Analyze data and summarize results

2.1.7 Share results with site supervisor and others

as directed.

Provide notes on survey

methods.

Provide notes on culture

and diversity.

Provide copy of

instrument and questions.

Provide copy of data and

analysis

Provide notes of meeting

with supervisor.

ELCC Standard

Element 2.2:


and can create and

evaluate a

comprehensive,

rigorous,

and coherent curricular

and instructional school

program.

Review the teacher

performance evaluation

system in the district and

select another district

and compare the

differences and

similarities. Share the

results at a faculty

meeting for discussion.

(2.2)

2.2.1 Study literature on teacher evaluation

2.2.2 Obtain copy of teacher evaluation forms

2.2.3 Select another school system

2.2.4 Obtain copy of different school’s forms

2.2.5 Compare differences and similarities including

philosophy

2.2.6 Develop a written analysis/comparison

2.2.7 Share with site supervisor

2.2.8 Share at a faculty or other meeting

Notes from review of

literature

Copy of both teacher

evaluation systems

Written analysis

Notes of meeting with

site supervisor

Notes or handouts from

faculty/other meeting

ELCC Standard

Element 2.3:


and can develop and

supervise the

instructional and

leadership capacity of

school staff.

Conduct informal

observations of

teachers/walk-throughs

with principal or

supervisor and compare

results. (2.3)

2.3.1 Study literature on informal walk-throughs

2.3.2 Review any written APPR district process

2.3.3 Review any teacher contract language on

supervision

2.3.4 Meet with site supervisor prior to discuss

2.3.5 Conduct walk-throughs together

2.3.6 Make notes on observation

2.3.7 Meet with supervisor and compare

observations

Notes from review

Notes from APPR and

contract provisions

Notes from meeting

Notes from walk-

throughs

Reflection on sharing

observations

ELCC Standard

Element 2.4:


and can promote the

most effective and

appropriate

technologies to support

teaching and learning in

a school environment.

Present to the faculty or

department technological

strategies for promoting

student learning. (2.4)

2.4.1 Study literature on use of technology in

enhancing instruction & learning

2.4.2 Discuss technology use with school or district

technology staff and/or others

2.4.3 Create a presentation of strategies using

technology

2.4.4 Share with site supervisor

2.4.5 Present program to the faculty or other group

Notes from review

Notes from any

meetings/discussions

Copy of the presentation

Notes from meeting

Brief reflection assessing

presentation

Note: If it is necessary to change or substantially amend an internship leadership activity, notify your college supervisor and put the amended intern leadership activity in writing to your supervisor for his/her approval. Certain internship activities may address multiple standard elements. However, an intern shall submit a minimum of 20 separate internship activities covering the entire range of the 25 standard elements over the six ELCC standards for BOTH building and district level (total of 50 elements).

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INTERNSHIP ROLES AND RESPONSIBILITIES

The College Internship Coordinator The College Internship Coordinator is responsible for: Preparing students prior to the internship experience by providing information as requested. Conducting Internship Orientation Sessions. Assisting interns in preparation of Internship Proposals. Collecting, reviewing, providing feedback for and approving draft Internship Proposals. Assigning College Supervisors to interns. Conducting Internship Seminars EDA 546 and 547, as assigned. Hiring, supervising and evaluating adjunct College Supervisors. Maintaining all internship files. Submitting grades for all interns in EDA 546 and 547 including portfolio assessment. Submitting NCATE data for internships evaluations. Updating Internship Guide annually. GUIDE FOR SITE SUPERVISORS Introduction The Education Administration Program faculty at the College of Saint Rose appreciate the commitment that site supervisors make in helping a graduate student complete an administrative internship. The commitment is a mutual one, and the experience should be mutually beneficial. If you have any questions or concerns, please feel free to contact the Internship Coordinator, at 518-454-2078, or your intern’s college supervisor. IT IS VITAL THAT, IF ANY PROBLEMS ARISE REGARDING THE INTERNSHIP, YOU INFORM THE INTERNSHIP COORDINATOR AND/OR THE COLLEGE SUPERVISOR IMMEDIATELY.

Commitments ...of the Site Supervisor to the Intern: to provide the student with ideas for internship leadership activities consistent with the ELCC leadership standards that will result in an experience of substance, diversity, and depth, with varied opportunities for leadership; to ensure that the appropriate letter of support is obtained from the superintendent, board of education or other governing body, or its representative; to notify staff members of the intern’s role and responsibilities, in order to smooth the entry into the new role, and to provide a formal introduction to all staff at the earliest opportunity;

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to mentor the intern in every way possible, scheduling regular meetings with him or her, being available for consultation, providing opportunities for professional growth, and giving honest, open, and supportive feedback;

to provide the intern with a final evaluation based upon satisfactory completion of the six ELCC standards, and the 25 standard elements within the Standards for BOTH building and district level using the formats provided by the College, and to review and discuss them with the intern;

to contact the college supervisor or program coordinator to discuss problems or concerns, or to give suggestions for the improvement of the program. ...of the College to the Intern to assist in locating an appropriate site, if necessary; to assist interns in designing proposals of substance, diversity, and depth; to assign a college supervisor who will visit the intern at least three times at the internship site, and be available to confer with both the intern and the site supervisor as needed; to provide regular intern seminars for support, discussion, and updating on important issues; to review the intern’s proposal and final portfolio with reasonable expeditiousness, so as to facilitate the timely beginning and ending of the internship or residency. ...of the Intern to the Site and the College to design an internship experience of substance, diversity, and depth; to devote a minimum of 600 clock hours including log to the internship experience; to continue the internship until the concluding date on the approved proposal, and until the internship leadership activities in the proposal are completed, unless released by the site supervisor and the College;

to provide the site supervisor with a copy of the approved proposal, and to confer with both the site supervisor and the college supervisor in a timely fashion about any major modifications in the proposal;

to attend internship seminars, and participate actively;

to complete internship documentation in a timely fashion-- maintaining a daily log, filing monthly reports, and compiling a final portfolio; to self-evaluate honestly and reflectively, and to be open to evaluative comments from both supervisors.

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THE COLLEGE SUPERVISOR Upon approval of the Internship Proposal and registration for EDA 546, CSR assigns a College Supervisor to each intern. The College Supervisor is responsible for: Providing technical assistance, mentoring, coaching, support and advocacy Meeting with each intern a minimum of 2 times during the internship with at least one of these meetings at the school site Meeting with the Site Supervisor, at least once, to discuss the intern’s performance. Reviewing Monthly Reports and providing feedback to interns. Determining grades for EDA 546 and 547 Reviewing the internship portfolio Completing all NCATE/CAEP Assessments as required. Determining when the internship is satisfactorily completed

THE INTERNSHIP SEMINAR (Required Courses EDA 546 and 547) A series of seminars each semester for interns is held three times a year, starting in July, January, and May. These seminars provide interns with opportunities for dialog with fellow interns. Seminar content includes: presentations; guest speakers; case studies and panel discussions; technical assistance; network building; problem-solving and sharing of internship experiences; and discussions about critical educational issues of concern to interns. Note: Interns must attend all seminars during their internships in order to broaden their experience and enhance their networking skills. Any absence should be discussed with the Seminar Coordinator PRIOR to the scheduled seminar. Students will receive a grade (Pass, Incomplete or Fail) for EDA 546 and EDA 547 from their College Supervisor.

EXPECTATION FOR COMPLETION OF THE INTERNSHIP

Internship students are expected to work diligently in meeting all requirements and completing all proposed leadership activities within three successive academic sessions of beginning the internship inclusive of the summer session (e.g. If a student begins in the summer academic session, they would be expected to complete all internship requirements before the end of the next spring semester: summer, fall & spring.) The student’s internship academic session begins on the first day of EDA 546. Completion means all activities are completed, evaluations have been completed, and the portfolio has been submitted for review to the College Internship supervisor.

If a student has not completed the internship requirements within three successive academic sessions, the student may apply for one extension 90 days to complete all requirements. An Internship Administrative Fee will be charged. Failure of any student to complete the internship within the three successive academic sessions plus the 90 day extension will result in the student receiving an F – failing grade for the course.

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MODIFYING THE PROPOSAL (Significant Changes)

It is possible that during the internship an unforeseen change in the school or organization may occur or new opportunities for internship leadership activities may arise. Such changes may call for significant changes in the intern's proposal. The procedure for modifying the proposal is as follows:

a) The intern, the site supervisor, and the college supervisor discuss and agree on any proposed changes before the changes are made.

b) The intern writes a letter to the college supervisor, describing the agreed-on modification, and signed by both the intern and the site supervisor.

c) The modification is accepted upon approval of the college supervisor, communicated in writing. In any uncertainty, it is the responsibility of the intern to communicate with the college supervisor.

d) The intern forwards copies of the approved modification to the site supervisor and the Internship Coordinator. S/he also uploads a copy in the final portfolio, and modifies the subsequent daily log and monthly reports accordingly.

Less significant changes in the content of internship leadership activities may be agreed upon by the intern and college supervisor in email correspondence.

Documenting and Evaluating the Internship

The intern documents the internship for review by the site supervisor and the college supervisor. It is important for the intern to carefully follow the documentation process in Chalk & Wire for your electronic portfolio. In general, it is a wise idea for administrators to be economical in their written communications. Interns should practice saying a lot, clearly, in few words.

The Daily Log (See Sample form on Page 24, See Appendix Page 40 for Template)

The intern keeps a Daily Log which records all the activities of the internship. It is not included in the final e-portfolio but students must be able to provide daily logs if requested. A log should be completed for every day during which any amount of time is spent on the internship. The log helps the intern to keep track of accumulated time, to review activities in meetings with the supervisors, and to write the Monthly Report. IT ALSO PROVIDES AN OPPORTUNITY, HOWEVER BRIEF, TO REFLECT ON AND EVALUATE EACH DAY'S ACTIVITIES. (if necessary)

The Monthly Report (See Sample form on Page 25, See Appendix Page 41 for Template)

The Monthly Report serves three purposes: to enable the intern to review progress toward completing the internship, to provide a basis for discussion of progress and problems with the site supervisor, and to update the college supervisor. The Daily Log should provide most of the material for this report. The Monthly Report should be submitted to the site supervisor for review and should be uploaded into the e-portfolio in Chalk & Wire. The intern must email a copy to the college supervisor within ten days after the end of the month. The College Supervisor will review each Monthly Report and email feedback to the intern. NOTE: THE DAILY LOG MAY BE HANDWRITTEN, BUT THE MONTHLY REPORT MUST BE TYPED AND SUBMITTED BY E-MAIL TO THE COLLEGE SUPERVISOR BEFORE THE TENTH DAY OF EACH MONTH.

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The Internship Leadership Activity Hours Chart (See Sample form on Page 26, (See Appendix for template) The internship must include a minimum of 600 hours including at least 100 hours at district level of administrative experience within each of the six ELCC Leadership standards and accompanying elements. The actual distribution of intern hours across standards and building and district levels varies by intern and the unique character of the internship. However, interns are cautioned to distribute the internship hours across all ELCC Leadership Standards to ensure fully addressing each area of the proposal. In developing proposed leadership activities, interns should plan strategically to ensure that many of the leadership activities included in the proposed plan have both a building and district level orientation since each intern will be evaluated at the end of the internship on both building level and district level internship experiences within each of the ELCC Leadership standards and elements. The purpose of the chart is to keep a monthly record of how many hours are logged under each ELCC Standard to be able to determine which Standards interns may be logging too many or too few hours. The chart of hours is required to be handed in with each Monthly Report as a management tool for both the intern and the College Supervisor. See the template for the chart at the end of this Guide.

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SAMPLE PAGE FROM MARY/JOHN Q. INTERN'S DAILY LOG (Template in Appendix Page 40)


INTERNSHIP DAILY LOG

Name of Student: Mary/John Q. Intern Title: Administrative Intern

Internship Site: Elysium Middle School

Current Date: Time carried forward _____ hours

+ Time accrued today + _____ hours

= Total time accrued = _____ hours

Current Focus of Leadership Activities by ELCC Standard Elements:

ELCC Standard Element 1.1: Review the school’s vision, mission, and goals and develop an informative article for the district newsletter. (1.1, 1.3) ELCC Standard Element 1.2: Review three years of state assessment data (e.g. grade 3-8 math, Regents biology, etc.) and compare to five other school districts that share similar attributes. Analyze the results and identify the greatest need for action. (1.2, 2.2) ELCC Standard Element 2.2: Review the teacher performance evaluation system in the district and select another district and compare the differences and similarities. Share the results at a faculty meeting for discussion. (2.2) ELCC Standard Element 2.4: Present to the faculty or department technological strategies for promoting student learning. (2.4)

Daily Work: Please summarize the activities that you engaged in under each ELCC Standard

Standard Element Number Date of Activity Time Devoted to Activity

1.1

1.2

2.2

2.4

Comments on evaluation of the day or same particular aspect of it:

(Fill out this section only if you may need this information for a Monthly Report or the Final

Reflective Report)

25

SAMPLE PAGE FROM MARY/JOHN Q. INTERN'S MONTHLY REPORT (Template in Appendix on Page 41)


INTERNSHIP MONTHLY REPORT

Name of Student: Mary/John Q. Intern Title: Administrative Intern


Month of _January____, 201x____ Total time accrued to date (including this

month) ___370.5__ hours

Leadership Activities by ELCC Standard Elements:

ELCC Standard Element 1.1: Review the school’s vision, mission, and goals and develop an informative article for the district newsletter. (1.1, 1.3) ELCC Standard Element 1.2: Review three years of state assessment data (e.g. grade 3-8 math, Regents biology, etc.) and compare to five other school districts that share similar attributes. Analyze the results and identify the greatest need for action. (1.2, 2.2) ELCC Standard Element 2.2: Review the teacher performance evaluation system in the district and select another district and compare the differences and similarities. Share the results at a faculty meeting for discussion. (2.2) ELCC Standard Element 2.4: Present to the faculty or department technological strategies for promoting student learning. (2.4)

Please summarize below significant activities that you accomplished under each of the ELCC

Leadership Standard Elements for this month:

ELCC Standard Element: 1.1:

Activities of This Month:

ELCC Standard Element: 1.2::






Reflection: Choose TWO of the Leadership Activities that you reported on above and reflect what

you learned for each and would you might do differently.

26

Leadership Activity Hours Accrued (Template in Appendix on Pages 41-42 for Building & District Level Hours)

ELCC Leadership Standards

Janu

ary

Febru

ary

Marc

h

Apr

il

May

Tot

als

ELCC Standard 1: Collaboratively facilitating the development, articulation, implementation, and stewardship of a shared school vision of learning through the collection and use of data to identify school goals, assess organizational effectiveness, and implement school plans to achieve school goals; promotion of continual and sustainable school improvement; and evaluation of school progress and revision of school plans supported by school-based stakeholders.

10.0 8.5 11.5 5.0 6.0 41.0

ELCC Standard 2: Sustaining a school culture and instructional program conducive to student learning through collaboration, trust, and a personalized learning environment with high expectations for students; creating and evaluating a comprehensive, rigorous and coherent curricular and instructional school program; developing and supervising the instructional and leadership capacity of school staff; and promoting the most effective and appropriate technologies to support teaching and learning within a school environment.

8.5

18.0 12.5 9.5 16.0 64.5

ELCC Standard 3: Ensuring the management of the school organization, operation, and resources through monitoring and evaluating the school management and operational systems; efficiently using human, fiscal, and technological resources in a school environment; promoting and protecting the welfare and safety of school students and staff; developing school capacity for distributed leadership; and ensuring that teacher and organizational time is focused to support high-quality instruction and student learning.

8 1.5 0 31 5.0 45.5

ELCC Standard 4: Collaborating with faculty and community members, responding to diverse community interests and needs, and mobilizing community resources on behalf of the school by collecting and analyzing information pertinent to improvement of the school’s educational environment; promoting an understanding, appreciation, and use of the diverse cultural, social, and intellectual resources within the school community; building and sustaining positive school relationships with families and caregivers; and cultivating productive school relationships with community partners.

16

22.5 0 0 12.0 50.5

ELCC Standard 5: Acting with integrity, fairness, and in an ethical manner to ensure a school system of accountability for every student’s academic and social success by modeling school principles of self-awareness, reflective practice, transparency, and ethical behavior as related to their roles within the school; safeguarding the values of democracy, equity, and diversity within the school; evaluating the potential moral and legal consequences of decision making in the school; and promoting social justice within the school to ensure that individual student needs inform all aspects of schooling.

11.5

0 21.5 23.0 10.5 65.5

ELCC Standard 6: A building-level education leader applies knowledge that promotes the success of every student by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context through advocating for school students, families, and caregivers; acting to influence local, district, state, and national decisions affecting student learning in a school environment; and anticipating and assessing emerging trends and initiatives in order to adapt school-based leadership strategies.

7.0

5.0 4.0 20.0 0 36.0

MONTHLY TOTALS 60.0 55.5 50.5 88.5 49.5 304.0

“Name Here” Educational Leadership Internship “Date Here”

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The Internship E-Portfolio The internship electronic portfolio contains the complete documentation of the internship experience including artifacts supporting each of the ELCC Leadership building and district standards. Upon completion of the internship, the internship electronic portfolio (e-portfolio) is submitted electronically to your college supervisor for review. Credit cannot be given for the internship until it is completed, submitted to the college supervisor, reviewed, and accepted. The e-portfolio should be managed and updated regularly throughout the internship using Chalk & Wire, e-portfolio management software. Do not wait until the end of the internship to begin assembling the portfolio. The Internship College Supervisor and the intern only have access to the portfolio. You may continue to update the leadership electronic portfolio until you submit the portfolio for assessment. Once this is done in Chalk & Wire, no further changes are permitted by the software and the portfolio is “locked”. Your Internship College Supervisor will be notified electronically by Chalk & Wire that the portfolio is ready for assessment. You should be careful to not submit the portfolio until the end of the internship after uploading all documentation and artifacts. Your College Supervisor may have on-line access to review your portfolio during the internship if they request your collaboration permission. Although you will be managing and saving your internship documents electronically, you are encouraged to maintain a hard “back up” copy of each artifact. Interns can access and upload artifacts to the Internship E-Portfolios from anywhere, at any time. For more information on Chalk & Wire: http://techtalk.strose.edu/cw/chalk-wire-support-central . You may also contact the ITS Help Desk by calling 518-454-2190. The move to an electronic on-line portfolio from three-ring binders and hard copies of hundreds of documents remains an on-going process. Therefore, the information listed below is subject to minor modification. It is possible that the location of uploading of certain documents may be adjusted. Your College Internship Supervisor will notify you of any changes in the process as we continue to adjust and improve the on-line portfolio procedures. For each of the six ELCC Standards for school and district leader levels, you will also need to upload a written reflection. There will be a total of 12 reflections ( one for each of the six ELCC standards for both SBL and SDL). The required content of the reflections can be found in the evaluation rubrics in Assessment SBL#3 and SDL #7 in this Guide. These reflections should be completed after uploading all final artifacts and completion of the 20 leadership projects or activities. Within Chalk & Wire, your internship documents will be organized into sections. Within each section are labeled folders. You should upload documents and artifacts into specific labeled folders within sections. The sections and folders have already been created for you. The sections and folders within Chalk & Wire are listed below. Sections are in bold underlined, and folders are indicated below as bullets.

http://techtalk.strose.edu/cw/chalk-wire-support-central

28

SECTION 1: COVER PAGE & ACCEPTANCE

□ Internship Cover Page: Internship E-Portfolio Internship in Educational Administration College of Saint Rose Albany, New York

followed by Intern's name, title, and site Dates of internship Areas of specialization (if any) Name of site supervisor Name of college supervisor

SECTION 2: CORRESPONDENCE WITH THE COLLEGE OF SAINT ROSE

□ Correspondence: Internship Coordinator/ College Supervisor Include all significant communication (e-mails, letters, etc.) between the intern and College Supervisor or Coordinator.

□ Internship Application

□ Final Internship Proposal

Include documentation of all changes and iterations of the document including the final updated internship proposal.

□ Supporting Letter

Internship support/approval letter from the Superintendent , Board of Education, or Chief Executive of the Organization.

SECTION 3: MONTHLY LOGS

□ Monthly Journal Reports

29

SECTION 4: BUILDING & DISTRICT INTERSHIP LOG OF HOURS

□ Building Level Internship Hours Log Include all hours by month for each of the 6 ELCC Building internship hours. If the activity is shared between building and district, divide the hours between the two accordingly.

□ District Level Internship Hours Log

Include all hours by month for each of the 6 ELCC District internship hours. SECTION 5: INTERNSHIP SEMINAR MATERIALS Include the agendas of all seminars attended. You need not include materials handed out at seminars. SECTION 6: INTERNSHIP ARTIFACTS LINKED TO ELCC STANDARDS You must submit a minimum of 20 separate internship activities (projects) addressing all ELCC Leadership Standards for building and district leaders. Over the course of the 20 selected projects, artifacts must be generated so each leadership standard element is closely linked to at least one artifact. The selected projects will likely address multiple standard elements and you should propose activities that apply to both the building and district level. However, an internship activity or project applying to both building and district level must include authentic experience and perspectives for both building and district level. Just listing an activity as linked to both levels is insufficient. Remember that when an artifact is submitted for multiple leadership standard elements, the intern should highlight that portion of the artifact that most closely links to each of standard elements addressed by uploading of the artifact. Your internship will be evaluated based upon the content and quality of the artifacts, and the strength of the link between the standard element and the artifact, or evidence. If using an artifact linking to multiple elements, you could receive a higher rating on one of the standard elements where there is a much stronger link to an artifact than there is to another standard element where there is only an indirect or vague link. Where an artifact represents multiple elements (which is likely), interns may upload the SAME artifact into any element folder linked to that leadership activity. Remember, only ONE artifact can be uploaded for each element but that artifact can be uploaded to additional elements that are linked to the leadership activity. Select the highest quality, most closely linked artifact for each standard element. Highlight that portion of the artifact that pertains to each of the elements addressed. Leadership artifacts are evidence. Artifacts might include agendas, reflections, reports, pictures, graphs and charts, handouts, web sites, technical analysis, presentations, PowerPoints, communication documentation, workshop materials, etc.

30

Section 6 Artifact & Reflection Folders □ ELCC SBL 1.1 □ ELCC SDL 1.1 □ ELCC SBL 1.2 □ ELCC SDL 1.2 □ ELCC SBL 1.3 □ ELCC SDL 1.3 □ ELCC SBL 1.4 □ ELCC SDL 1.4 □ ELCC SBL 2.1 □ ELCC SDL 2.1 □ ELCC SBL 2.2 □ ELCC SDL 2.2 □ ELCC SBL 2.3 □ ELCC SDL 2.3 □ ELCC SBL 2.4 □ ELCC SDL 2.4 □ ELCC SBL 3.1

□ ELCC SDL 3.1 □ ELCC SBL 3.2 □ ELCC SDL 3.2 □ ELCC SBL 3.3 □ ELCC SDL 3.3 □ ELCC SBL 3.4 □ ELCC SDL 3.4 □ ELCC SBL 3.5 □ ELCC SDL 3.5 □ ELCC SBL 4.1 □ ELCC SDL 4.1 □ ELCC SBL 4.2 □ ELCC SDL 4.2 □ ELCC SBL 4.3 □ ELCC SDL 4.3 □ ELCC SBL 4.4 □ ELCC SDL 4.4

□ ELCC SBL 5.1 □ ELCC SDL 5.1 □ ELCC SBL 5.2 □ ELCC SDL 5.2 □ ELCC SBL 5.3 □ ELCC SDL 5.3 □ ELCC SBL 5.4 □ ELCC SDL 5.4 □ ELCC SBL 5.5 □ ELCC SDL 5.5 □ ELCC SBL 6.1 □ ELCC SDL 6.1 □ ELCC SBL 6.2 □ ELCC SDL 6.2 □ ELCC SBL 6.3 □ ELCC SDL 6.3

SECTION 7: INTERNSHIP REFLECTIONS ON THE E-PORTFOLIO (NCATE SBL #3 and SDL #7 ASSESSMENT)

This is one of two culminating assessments of the intern upon completion of EDA 547 Internship Part 2. The assessment applies to both school building and district level activities. The assessment consists of the intern reflecting on the internship experiences using the artifacts for each of the ELCC building and district leadership standards. Interns should accompany the artifacts with reflections within which they draw conclusions regarding how their visions of leadership unfolded in rich, in-depth and authentic experiences; the reflections explain the significance of the Portfolio artifacts for portraying those conclusions. The reflections provide context for the artifacts and, together with the artifacts, demonstrate candidates’ visions for mastery of the ELCC Standards 1-6 which indicate the extent to which the candidates’ visions for competency-achievement were realized.

□ SBL Standard 1-Content-Based Internship Reflection □ SBL Standard 2-Content-Based Internship Reflection □ SBL Standard3-Content-Based Internship Reflection □ SBL Standard 4-Content-Based Internship Reflection □ SBL Standard 5-Content-Based Internship Reflection □ SBL Standard 6-Content-Based Internship Reflection

□ SDL Standard 1-Content-Based Internship Reflection □ SDL Standard 2-Content-Based Internship Reflection □ SDL Standard3-Content-Based Internship Reflection □ SDL Standard 4-Content-Based Internship Reflection □ SDL Standard 5-Content-Based Internship Reflection □ SDL Standard 6-Content-Based Internship Reflection

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SECTION 8: FINAL INTERNSHIP EVALUATION (NCATE SBL #4 and SDL #4 ASSESSMENT) This is the culminating assessment of the intern. The Intern and College Supervisor must fill out this form. The form evaluates the intern’s performance for each ELCC standard at the building and district levels. (Please see the form in the Appendix for directions.) The Final Evaluation of the internship by the College Supervisor will be based upon evaluation of the internship artifacts based upon the rubrics, as well as reviewing the intern self-evaluation and the participating professional final internship evaluation.

□ Final Internship Evaluation – Self-Evaluation

□ Final Internship Evaluation – College Supervisor SECTION 9: SUPPLEMENTAL INFORMATION Interns upload to this folder any other documents or information relating to the internship not directly linked with other sections.

□ Supplemental Information

32

E-Portfolio in Chalk & Wire – Completion Checklist (EDA 547) SECTION 1: COVER PAGE & ACCEPTANCE

□ Internship Cover Page: SECTION 2: CORRESPONDENCE WITH THE COLLEGE OF SAINT ROSE

□ Significant (or substantive) correspondence: Internship Coordinator/ College Supervisor □ Internship Application □ Final Internship Proposal □ Supporting Letter

SECTION 3: DAILY & MONTHLY LOGS

□ Monthly Journal Reports SECTION 4: BUILDING & DISTRICT INTERSHIP LOG OF HOURS

□ Building Level Internship Hours Log □ District Level Internship Hours Log

SECTION 5: INTERNSHIP SEMINAR MATERIALS

□ Internship Seminar Agendas SECTION 6: INTERNSHIP ARTIFACTS LINKED TO ELCC STANDARDS

□ ELCC SBL 1.1 □ ELCC SDL 1.1 □ ELCC SBL 1.2 □ ELCC SDL 1.2 □ Etc. (Total of 50)

SECTION 7: INTERNSHIP REFLECTIONS ON THE E-PORTFOLIO (NCATE SBL #3 and SDL #7 ASSESSMENT)

□ SBL & SDL Content-Based Internship Reflection (Standards 1-6 for each) SECTION 8: FINAL INTERNSHIP EVALUATION (NCATE SBL #4 and SDL #4 ASSESSMENT)

□ Final Internship Evaluation – Self-Evaluation □ Final Internship Evaluation – College Supervisor

SECTION 9: SUPPLEMENTAL INFORMATION

□ Supplemental Information

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WORDS OF WISDOM ABOUT YOUR EDUCATIONAL LEADERSHIP INTERNSHIP FIELD EXPERIENCE

Ideas for preparing/amending the Internship Proposal:

Choose finite, specific Intern Leadership Activities that meet each of the ELCC Standards and each element (beginning/middle/end)

Choose Win/Win/Win Intern Leadership Activities.

Get out of your comfort zone, choose CHALLENGING activities.

Numbering of your proposal is very important. You will use the numbers in all reports

Opportunities will present themselves. Most people amend their proposal one or more times.

Ask other interns who you know what Intern Leadership Activities they are engaged in.

Brainstorm assignments for each of the ELCC Standard elements with other interns in your building/district

Consider assignments at other building/levels in your district or in other districts

Request opportunities to “lead” your building AND other buildings in your district at every level (Elementary, Middle, High School)

Consider negotiating more time to shadow people in your district or others

Negotiate the use of substitute pay for time outside of your classroom

It is very important to learn how to organize from the beginning:

Keep all documentation/work to be able to choose which documentation you want to display in your E-Portfolio

Fill out the Leadership Activity Hours Accrued Chart monthly

Try to set aside 15 minutes to do your Daily Logs each day you work

Compile and submit your Monthly Reports on time

Remember that reflection is often the greatest learning experience. Do it thoughtfully!

Think about what you need to have/do in the end in relation to the Portfolio, Self-Evaluation, Final Reflection.

REMEMBER that your Portfolio tells the story of your internship. Daily Logs, Monthly Reports, Documentation and your Final Reflection must align with your Final Proposal and each other.

Your Internship is an opportunity to practice school administration with a safety net. It may well be the best opportunity you ever have for personal and professional growth. Take advantage of it!

34

Appendix

35


INTERNSHIP APPLICATION FORM

SUBMIT WITH PROPOSAL TO: Internship Coordinator – Educational Administration Program

The College of Saint Rose

432 Western Avenue

Albany, NY 12203

Name of Student: ID #:

Street: Cell Phone: ( ) -

City: State Zip:

School/Agency: Phone:

Work Address:

Street: Phone:

City: State Zip:

E-mail:

Present certification(s) held:

Years of teaching:

Years of Administrative Experience:

Experience:

Name of school district/agency in which internship will be carried out:

School or Building:

Building Address:

Superintendent or person in charge:

Site supervisor (name and title):

Title of internship position:

Daily schedule: A. Internship*

B. Other work

Internship dates:

Student Signature: Date:

* Note: The intern must show how 600 hours will be spent over the course of the internship. All sections/materials of the internship application must be completed before it is submitted. Note: Internship hours must total a minimum of 600 hours, including 100 hours at the district level.

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TEMPLATE FOR INTERNSHIP PROPOSAL

Note: Certain internship activities address multiple standard elements (See examples in the Internship Guide: Description of the ELCC Standards, Possible Internship Activities, Tasks and Documentation). An intern shall submit a minimum of 20 separate internship activities covering the entire range of the 25 standard elements over the six ELCC standards as described below for BOTH building and district leader. In developing proposed leadership activities, interns should plan strategically to ensure that many of the leadership activities included in the proposed plan have both a building and district level orientation since each intern will be evaluated at the end of the internship on both building level and district level internship experiences within each of the ELCC Leadership standards and elements. If it is necessary to change or substantially amend an internship leadership activity, notify your college supervisor and put the amended intern leadership activity in writing to your supervisor for his/her approval.

Internship Leadership Activities Linked to

ELCC Leadership Standards

THE COLLEGE OF SAINT ROSE

EDUCATIONAL LEADERSHIP PROGRAM

STANDARDS, ELEMENTS, LEADERSHIP ACTIVITIES, TASKS, AND DOCUMENTATION

Submitted By:

________________________________________________ Intern

ELCC Standard 1 (1.1-1.4) (Provide Building and District Leader for Each) ELCC Standard

Element

Leadership Activity

Tasks

Documentation

ELCC Standard

Element 1.1:

1.1.1

1.1.2

1.1.3

.

ELCC Standard

Element 1.2:

1.2.1

1.2.2

1.2.3

ELCC Standard

Element 1.3:

1.3.1

1.3.2

1.3.3

ELCC Standard

Element 1.4:

1.4.1

1.4.2

1.4.3

37

ELCC Standard 2 (2.1-2.4) (Provide Building and District Leader for Each)


Leadership Activity

Tasks

Documentation

ELCC Standard

Element 2.1:

2.1.1

2.1.2

2.1.3

.

ELCC Standard

Element 2.2:

2.2.1

2.2.2

2.2.3

ELCC Standard

Element 2.3:

2.3.1

2.3.2

2.3.3

ELCC Standard

Element 2.4:

2.4.1

2.4.2

2.4.3

ELCC Standard 3 (3.1-3.5) (Provide Building and District Leader for Each)


Leadership Activity

Tasks

Documentation

ELCC Standard

Element 3.1:

3.1.1

3.1.2

3.1.3

.

ELCC Standard

Element 3.2:

3.2.1

3.2.2

3.2.3

ELCC Standard

Element 3.3:

3.3.1

3.3.2

3.3.3

ELCC Standard

Element 3.4:

3.4.1

3.4.2

3.4.3

ELCC Standard

Element 3.5:

3.5.1

3.5.2

3.5.3

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Element

Leadership Activity

Tasks

Documentation

ELCC Standard

Element 4.1:

4.1.1

4.1.2

4.1.3

.

ELCC Standard

Element 4.2:

4.2.1

4.2.2

4.2.3

ELCC Standard

Element 4.3:

4.3.1

4.3.2

4.3.3

ELCC Standard

Element 4.4:

4.4.1

4.4.2

4.4.3


Element

Leadership Activity

Tasks

Documentation

ELCC Standard

Element 5.1:

5.1.1

5.1.2

5.1.3

.

ELCC Standard

Element 5.2:

5.2.1

5.2.2

5.2.3

ELCC Standard

Element 5.3:

5.3.1

5.3.2

5.3.3

ELCC Standard

Element 5.4:

5.4.1

5.4.2

5.4.3

ELCC Standard

Element 5.5:

5.5.1

5.5.2

5.5.3


Element

Leadership Activity

Tasks

Documentation

ELCC Standard

Element 6.1:

6.1.1

6.1.2

6.1.3

.

ELCC Standard

Element 6.2:

6.2.1

6.2.2

6.2.3

ELCC Standard

Element 6.3:

6.3.1

6.3.2

6.3.3

39

ELCC Standards & Standard Elements for Proposal Development Note: Below are listed the ELCC Building Level leadership Standards and Elements. The building and district level standards are virtually interchangeable. The building leader leadership standards may also apply to district level leadership by inserting the word “district” where the word “school” applies.

ELCC Standard 1: A building-level education leader applies knowledge that promotes the success of every student by collaboratively facilitating the development, articulation, implementation, and stewardship of a shared school vision of learning through the collection and use of data to identify school goals, assess organizational effectiveness, and implement school plans to achieve school goals; promotion of continual and sustainable school improvement; and evaluation of school progress and revision of school plans supported by school-based stakeholders.

ELCC Standard Element 1.1: Candidates understand and can collaboratively develop, articulate, implement, and steward a shared vision of learning for a school. ELCC Standard Element 1.2: Candidates understand and can collect and use data to identify school goals, assess organizational effectiveness, and implement plans to achieve school goals. ELCC Standard Element 1.3: Candidates understand and can promote continual and sustainable school improvement. ELCC Standard Element 1.4: Candidates understand and can evaluate school progress and revise school plans supported by school stakeholders

ELCC Standard 2: A building-level education leader applies knowledge that promotes the success of every student by sustaining a school culture and instructional program conducive to student learning through collaboration, trust, and a personalized learning environment with high expectations for students; creating and evaluating a comprehensive, rigorous and coherent curricular and instructional school program; developing and supervising the instructional and leadership capacity of school staff; and promoting the most effective and appropriate technologies to support teaching and learning within a school environment.

ELCC Standard Element 2.1: Candidates understand and can sustain a school culture and instructional program conducive to student learning through collaboration, trust, and a personalized learning environment with high expectations for students. ELCC Standard Element 2.2: Candidates understand and can create and evaluate a comprehensive, rigorous, and coherent curricular and instructional school program. ELCC Standard Element 2.3: Candidates understand and can develop and supervise the instructional and leadership capacity of school staff. ELCC Standard Element 2.4: Candidates understand and can promote the most effective and appropriate technologies to support teaching and learning in a school environment.

ELCC Standard 3: A building-level education leader applies knowledge that promotes the success of every student by ensuring the management of the school organization, operation, and resources through monitoring and evaluating the school management and operational systems; efficiently using human, fiscal, and technological resources in a school environment; promoting and protecting the welfare and safety of school students and staff; developing school capacity for distributed leadership; and ensuring that teacher and organizational time is focused to support high-quality instruction and student learning.

ELCC Standard Element 3.1: Candidates understand and can monitor and evaluate school management and operational systems. ELCC Standard Element 3.2: Candidates understand and can efficiently use human, fiscal, and technological resources to manage school operations. ELCC Standard Element 3.3: Candidates understand and can promote school-based policies and procedures that protect the welfare and safety of students and staff within the school. ELCC Standard Element 3.4: Candidates understand and can develop school capacity for distributed leadership. ELCC Standard Element 3.5: Candidates understand and can ensure teacher and organizational time focuses on supporting high-quality school instruction and student learning.

40

ELCC Standard 4: A building-level education leader applies knowledge that promotes the success of every student by collaborating with faculty and community members, responding to diverse community interests and needs, and mobilizing community resources on behalf of the school by collecting and analyzing information pertinent to improvement of the school’s educational environment; promoting an understanding, appreciation, and use of the diverse cultural, social, and intellectual resources within the school community; building and sustaining positive school relationships with families and caregivers; and cultivating productive school relationships with community partners.

ELCC Standard Element 4.1: Candidates understand and can collaborate with faculty and community members by collecting and analyzing information pertinent to the improvement of the school’s educational environment. ELCC Standard Element 4.2: Candidates understand and can mobilize community resources by promoting an understanding, appreciation, and use of diverse cultural, social, and intellectual resources within the school community. ELCC Standard Element 4.3: Candidates understand and can respond to community interests and needs by building and sustaining positive school relationships with families and caregivers. ELCC Standard Element 4.4: Candidates understand and can respond to community interests and needs by building and sustaining productive school relationships with community partners.

ELCC Standard 5: A building-level education leader applies knowledge that promotes the success of every student by acting with integrity, fairness, and in an ethical manner to ensure a school system of accountability for every student’s academic and social success by modeling school principles of self-awareness, reflective practice, transparency, and ethical behavior as related to their roles within the school; safeguarding the values of democracy, equity, and diversity within the school; evaluating the potential moral and legal consequences of decision making in the school; and promoting social justice within the school to ensure that individual student needs inform all aspects of schooling.

ELCC Standard Element 5.1: Candidates understand and can act with integrity and fairness to ensure a school system of accountability for every student’s academic and social success. ELCC Standard Element 5.2: Candidates understand and can model principles of self-awareness, reflective practice, transparency, and ethical behavior as related to their roles within the school. ELCC Standard Element 5.3: Candidates understand and can safeguard the values of democracy, equity, and diversity. ELCC Standard Element 5.4: Candidates understand and can evaluate the potential moral and legal consequences of decision making in the school. ELCC Standard Element 5.5: Candidates understand and can promote social justice within a school to ensure that individual student needs inform all aspects of schooling.


ELCC Standard Element 6.1: Candidates understand and can advocate for school students, families, and caregivers. ELCC Standard Element 6.2: Candidates understand and can act to influence local, district, state, and national decisions affecting student learning in a school environment. ELCC Standard Element 6.3: Candidates understand and can anticipate and assess emerging trends and initiatives in order to adapt school-based leadership strategies.

41

THE COLLEGE OF SAINT ROSE EDUCATION LEADSHIP PROGRAM

INTERNSHIP DAILY LOG

Name of Student: Title:

Internship Site:

Current Date: Time carried forward _____ hours

+ Time accrued today + _____ hours

= Total time accrued = _____ hours

Current Focus of Leadership Activities by ELCC Standard Elements:

Daily Work: Please summarize the activities that you engaged in under each ELCC Standard

Standard Element Number Date of Activity Time Devoted to Activity

1.1

1.2

2.2

2.4

Comments on evaluation of the day or same particular aspect of it:

(Fill out this section only if you may need this information for a Monthly Report or the Final

Reflective Report)

42

THE COLLEGE OF SAINT ROSE EDUCATION LEADERSHIP PROGRAM

INTERNSHIP MONTHLY REPORT

Submit by E-mail to the College Supervisor Before the Tenth Day of each Month

Name of Student: Title:


Month of ___________ 201x____ Total time accrued to date (including this

month) __________ hours

Leadership Activities by ELCC Standard Elements:

ELCC Standard Element: ELCC Standard Element: ELCC Standard Element: ELCC Standard Element:

Please summarize below significant activities that you accomplished under each of the ELCC

Leadership Standard Elements for this month:

ELCC Standard Element:








Reflection: Choose TWO of the Leadership Activities that you reported on above and reflect what

you learned for each and would you might do differently.

43

Building Level Leadership Activity Hours Accrued 600 Total, approximately 100 for each Standard, approximately 100 of the hours must be on district level activities.

ELCC Building Level Leadership Standards

Mon

th

Mo

nth

Mo

nth

Mo

nth

Mon

th

Mon

th

Mon

th

Tot

als

ELCC Standard 1: Collaboratively facilitating the development, articulation, implementation, and stewardship of a shared school vision of learning through the collection and use of data to identify school goals, assess organizational effectiveness, and implement school plans to achieve school goals; promotion of continual and sustainable school improvement; and evaluation of school progress and revision of school plans supported by school-based stakeholders.

ELCC Standard 2: Sustaining a school culture and instructional program conducive to student learning through collaboration, trust, and a personalized learning environment with high expectations for students; creating and evaluating a comprehensive, rigorous and coherent curricular and instructional school program; developing and supervising the instructional and leadership capacity of school staff; and promoting the most effective and appropriate technologies to support teaching and learning within a school environment.

ELCC Standard 3: Ensuring the management of the school organization, operation, and resources through monitoring and evaluating the school management and operational systems; efficiently using human, fiscal, and technological resources in a school environment; promoting and protecting the welfare and safety of school students and staff; developing school capacity for distributed leadership; and ensuring that teacher and organizational time is focused to support high-quality instruction and student learning.

ELCC Standard 4: Collaborating with faculty and community members, responding to diverse community interests and needs, and mobilizing community resources on behalf of the school by collecting and analyzing information pertinent to improvement of the school’s educational environment; promoting an understanding, appreciation, and use of the diverse cultural, social, and intellectual resources within the school community; building and sustaining positive school relationships with families and caregivers; and cultivating productive school relationships with community partners.

ELCC Standard 5: Acting with integrity, fairness, and in an ethical manner to ensure a school system of accountability for every student’s academic and social success by modeling school principles of self-awareness, reflective practice, transparency, and ethical behavior as related to their roles within the school; safeguarding the values of democracy, equity, and diversity within the school; evaluating the potential moral and legal consequences of decision making in the school; and promoting social justice within the school to ensure that individual student needs inform all aspects of schooling.


MONTHLY TOTALS


44

District Level Leadership Activity Hours Accrued 600 Total, approximately 100 for each Standard, approximately 100 of the hours must be on district level activities.

ELCC District Level Leadership Standards

Mon

th

Mo

nth

Mo

nth

Mo

nth

Mon

th

Mon

th

Mon

th

Tot

als

ELCC Standard 1: Collaboratively facilitating the development, articulation, implementation, and stewardship of a shared district vision of learning through the collection and use of data to identify district goals, assess organizational effectiveness, and implement district plans to achieve district goals; promotion of continual and sustainable district improvement; and evaluation of district progress and revision of district plans supported by district-wide stakeholders.

ELCC Standard 2: Sustaining a district culture and instructional program conducive to student learning through collaboration, trust, and a personalized learning environment with high expectations for students; creating and evaluating a comprehensive, rigorous and coherent curricular and instructional district program; developing and supervising the instructional and leadership capacity of district staff; and promoting the most effective and appropriate technologies to support teaching and learning within a district environment.

ELCC Standard 3: Ensuring the management of the district organization, operation, and resources through monitoring and evaluating the district management and operational systems; efficiently using human, fiscal, and technological resources in a district environment; promoting and protecting the welfare and safety of district students and staff; developing district capacity for distributed leadership; and ensuring that teacher and organizational time is focused to support high-quality instruction and student learning.

ELCC Standard 4: Collaborating with faculty and community members, responding to diverse community interests and needs, and mobilizing community resources on behalf of the district by collecting and analyzing information pertinent to improvement of the district’s educational environment; promoting an understanding, appreciation, and use of the diverse cultural, social, and intellectual resources within the district community; building and sustaining positive district relationships with families and caregivers; and cultivating productive district relationships with community partners.

ELCC Standard 5: Acting with integrity, fairness, and in an ethical manner to ensure a district system of accountability for every student’s academic and social success by modeling district principles of self-awareness, reflective practice, transparency, and ethical behavior as related to their roles within the district; safeguarding the values of democracy, equity, and diversity within the district; evaluating the potential moral and legal consequences of decision making in the district; and promoting social justice within the district to ensure that individual student needs inform all aspects of schooling.

ELCC Standard 6: A district-level education leader applies knowledge that promotes the success of every student by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context through advocating for district students, families, and caregivers; acting to influence local, district, state, and national decisions affecting student learning in a district environment; and anticipating and assessing emerging trends and initiatives in order to adapt district-wide leadership strategies.

MONTHLY TOTALS


45

NCATE Assessment: #3 SBL and #7 SDL Content-Based Assessment--Application of Content, Portfolio, Application of ELCC Standards in Practice during Internship Parts 1 and 2 Overview Assessment SBL#3 and SDL #7 are culminating assignments required for candidates’ completion of EDA 547 Internship Part 2. The assessment consists of an E-Portfolio accompanied by reflections within which candidates depict their internship experiences via artifacts, using ELCC Standards at both building and district levels as the organizational framework. Attention to both building and district levels is required because, upon admission to graduate leadership study, candidates are approved by faculty for both SBL and SDL programs, and because effective building leaders possess the district perspective and effective district leaders possess the building perspective.

The internships upon which candidates’ Portfolios are based for this assessment are credit-bearing, graduate courses offered through EDA 546/547 for School Building Leaders (SBL) and School District Leaders (SDL) that provide candidates with school-based administrative/leadership experiences. The internships together must include a minimum of 600 hours, of which no fewer than 100 hours must focus on district level leadership experience. The hours, including those that focus on district leadership, are documented by candidates’ on-site supervisors (cooperating professional mentors). The actual length of the internship depends on meeting the objectives the candidates articulate in their internship proposals submitted to, and approved by, the Internship Coordinator as the candidates’ internship contracts. That is, candidates are expected to fulfill their contracts even if more hours are necessary than originally anticipated. The internship experiences place candidates in active, authentic administrative and leadership roles. There are opportunities for the gradual assumption of real responsibility (within the legal limits of delegated authority). College professors conduct seminars throughout the EDA 546/547 internship experiences to ensure candidates are supported and are involved in authentic work. In addition, College supervisors are assigned to interface with the interns and on-site cooperating professional mentors.

The Portfolio requires that candidates select artifacts from their internship experiences that are representative of their real responsibilities and authentic leadership roles. Candidates accompany the artifacts with reflections within which they draw conclusions regarding how their visions of leadership unfolded in rich, in-depth and authentic experiences; the reflections explain the significance of the Portfolio artifacts for portraying those conclusions. The College of Saint Rose Educational Intern Leadership Activities were designed to support and gain experience within the ELCC Standards 1-6 and respective elements of each standard. These activities provide the framework for the E-Portfolio. Candidates’ fidelity to the ELCC Standards will be gauged by faculty evaluating the E-Portfolio required for Assessment SBL#3 and SDL#7.

Expectations for EDA 546/547 internship performance are described in Assessment SBL#4 and SDL#4, which is conducted by the College supervisors for candidates’ ability to demonstrate their ability to meet ELCC Standards (see description of Assessment 4). Certain internship activities address multiple standard elements. An intern must submit a minimum of 20 separate internship activities covering the entire range of the 25 standard elements over the six ELCC standards for building and district leaders. For a detailed description of the links between intern activities and the ELCC standards, see the Internship Guide section: Description of the ELCC Standards, Possible Internship Activities, Tasks and Documentation. The interns produce documentation to substantiate successful completion of the Intern Leadership Activities. Interns provide assurances that they assumed responsibility for administrative and

46

leadership functions in executing the assignments and they report which of the ELCC Standards at building and district levels were addressed as they completed the leadership functions described in the activities. NCATE: Assessment #3 SBL and #7 SDL Portfolio: Application of ELCC Standards in Practice Candidates engage in the exercise of assembling of E-Portfolios that contain artifacts representing the authentic nature and worth of their experiences over the past 600+ hours of their internships. The portfolios are framed by the ELCC Standards 1-6 and the 25 respective standard elements which guide the Intern leadership Activities. Each section of the Portfolio is accompanied by a reflection. The reflections provide context for the artifacts and, together with the artifacts, demonstrate candidates’ visions for mastery of the ELCC Standards 1-6 which indicate the extent to which the candidates’ visions for competency-achievement were realized. In assembling their Portfolios, candidates are asked to consider the nature of their internships in terms of substance, authenticity, alignment with Standards 1-6 and impact on their development as SBL/SDL leaders. The EDA 546/547 internship experiences require candidates to apply concepts, knowledge and skills from study and previous experience to actual problems, to become involved in “real world” activities, tasks, challenges, opportunities and day-to-day administrative/leadership responsibilities; artifacts within Portfolios are demonstrative of candidates’ degree of success in applying their leadership skills and abilities to this authentic work. Thus, in assembling their E-Portfolios and reflecting on the artifacts contained in them, candidates: Include in the E-Portfolio documentation at least one artifact for every ELCC Standard Element (there

are 25 total elements for BOTH Building and District Level). Certain internship activities can address

multiple standard elements. An intern shall submit a minimum of 20 separate internship activities

covering the entire range of the 25 standard elements over the six ELCC standards.

The documentation should represent the candidates’ best work in meeting each of the Standard

Elements through authentic leadership work at the building or district level. Accompany each of the

ELCC Building and District Standards documentation sections with a reflection paper from a leadership

perspective. Demonstrate in each of the six ELCC Standards, through the reflections combined with the

artifacts, the context for the work represented by the artifacts, the visioning that propelled the

leadership work depicted by the artifacts, and the extent to which the visions were realized. Thus, the

reflections and artifacts together explain candidates’ responsibility or involvement over time for the

leadership initiatives represented by the artifacts, the value of their leadership roles in advancing the

mission of the school or district, the processes and desired outcomes of the leadership activities, and the

ELCC Standards that are applicable.

In a final section of the E-Portfolio, through a summative reflection, describe their EDA 546/547

Internships at the “macro” level, telling what they have learned in global terms. Candidates comment on

the quality of the internship as a whole and how the internships impacted their personal definitions of

“leadership” at building and district levels, their personal leadership growth, and what they learned

about the importance of the visioning process as a leadership responsibility.

47

Rubrics: Assessment #3 (SBL) Assessment #7 (SDL)

EDA 546/547 - Internship Portfolio with Reflections for ELCC 1.1-6.3

This set of rubrics is based on the ELCC 2011 standards and elements. This applies to students who began internships in Summer 2014 and thereafter. Candidates conduct a series of Leadership Activities gaining competence within each element of the ELCC Standards. Due to the complex nature of some Leadership Activities, some activities may apply to more than one ELCC standard building or district element. Candidates are required to perform a minimum of 20 Leadership Activities (to address all 25 elements for BOTH building and district leadership). See the description of suggested Leadership Activities for more information. Candidates are required to complete a minimum of 600 hours, 100 of which must be engaged at the district level. Candidates are expected to design and experience both building and district leadership experiences and document within the E-Portfolio.

Intern: _____________________________________

Supervisor: __________________________________

Date: ______________________________________

48

Evaluation Rubric for Internship Portfolio with Reflections for ELCC 1.1

ELCC Building Level Standard Element Score

ELCC Standard Element 1.1: Candidates understand and can collaboratively develop, articulate, implement, and steward a shared vision of learning for a school.

Written Reflection Evaluation Criteria for Building Level Standard Element

Distinguished - 4 Points Proficient – 3 Points Novice – 2 Points Unsatisfactory – 1 Point

A) The reflection provides strong evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: the importance of working collaboratively; the role of creating a vision; methods for involving others in decision making; the process for developing a school improvement plan; and how a vision guides future decisions. B) The written reflection is: very comprehensive including fully applying relevant theory and literature, and best practice. C) The leadership internship portfolio artifacts are fully aligned with the ELCC standard element.

A) The reflection provides evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: the importance of working collaboratively; the role of creating a vision; methods for involving others in decision making; the process for developing a school improvement plan; and how a vision guides future decisions. B) The written reflection is: comprehensive including applying relevant theory and literature, and best practice. C) The leadership internship portfolio artifacts are aligned with the ELCC standard element.

A) The reflection provides little evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: the importance of working collaboratively; the role of creating a vision; methods for involving others in decision making; the process for developing a school improvement plan; and how a vision guides future decisions. B) The written reflection is: minimally comprehensive and lacks applying relevant theory and literature, and best practice. C) The leadership internship portfolio artifacts are not well aligned with the ELCC standard element.

A) The reflection provides little if any evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: the importance of working collaboratively; the role of creating a vision; methods for involving others in decision making; the process for developing a school improvement plan; and how a vision guides future decisions. B) The written reflection is: not at all comprehensive and does not apply any relevant theory and literature, or best practice. C) The leadership internship portfolio artifacts are not aligned with the ELCC standard element.

ELCC District Level Standard Element Score

ELCC Standard Element 1.1: Candidates understand and can collaboratively develop, articulate, implement, and steward a shared vision of learning for a district.

Written Reflection Evaluation Criteria for District Level Standard Element


A) The reflection provides strong evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: the importance of working collaboratively; the role of creating a vision; methods for involving others in decision making; the process for developing a district improvement plan; and how a vision guides future decisions. B) The written reflection is: very comprehensive including fully applying relevant theory and literature, and best practice. C) The leadership internship portfolio artifacts are fully aligned with the ELCC standard element.

A) The reflection provides evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: the importance of working collaboratively; the role of creating a vision; methods for involving others in decision making; the process for developing a district improvement plan; and how a vision guides future decisions. B) The written reflection is: comprehensive including applying relevant theory and literature, and best practice. C) The leadership internship portfolio artifacts are aligned with the ELCC standard element.

A) The reflection provides little evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: the importance of working collaboratively; the role of creating a vision; methods for involving others in decision making; the process for developing a district improvement plan; and how a vision guides future decisions. B) The written reflection is: minimally comprehensive and lacks applying relevant theory and literature, and best practice. C) The leadership internship portfolio artifacts are not well aligned with the ELCC standard element.

A) The reflection provides little if any evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: the importance of working collaboratively; the role of creating a vision; methods for involving others in decision making; the process for developing a district improvement plan; and how a vision guides future decisions. B) The written reflection is: not at all comprehensive and does not apply any relevant theory and literature, or best practice. C) The leadership internship portfolio artifacts are not aligned with the ELCC standard element.

49



ELCC Standard Element 1.2: Candidates understand and can collect and use data to identify school goals, assess organizational effectiveness, and implement plans to achieve school goals.



A) The reflection provides strong evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: being able to select appropriate data to analyze student and building performance; develop school improvement processes and strategies based upon assessment data; and develop goals based upon student and building needs. B) The written reflection is: very comprehensive including fully applying relevant theory and literature, and best practice. C) The leadership internship portfolio artifacts are fully aligned with the ELCC standard element.

A) The reflection provides evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: being able to select appropriate data to analyze student and building performance; develop school improvement processes and strategies based upon assessment data; and develop goals based upon student and building needs. B) The written reflection is: comprehensive including applying relevant theory and literature, and best practice. C) The leadership internship portfolio artifacts are aligned with the ELCC standard element.

A) The reflection provides little evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: being able to select appropriate data to analyze student and building performance; develop school improvement processes and strategies based upon assessment data; and develop goals based upon student and building needs. B) The written reflection is: minimally comprehensive and lacks applying relevant theory and literature, and best practice. C) The leadership internship portfolio artifacts are not well aligned with the ELCC standard element.

A) The reflection provides little if any evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: being able to select appropriate data to analyze student and building performance; develop school improvement processes and strategies based upon assessment data; and develop goals based upon student and building needs. B) The written reflection is: not at all comprehensive and does not apply any relevant theory and literature, or best practice. C) The leadership internship portfolio artifacts are not aligned with the ELCC standard element.


ELCC Standard Element 1.2: Candidates understand and can collect and use data to identify school goals, assess organizational effectiveness, and implement plans to achieve district goals.



A) The reflection provides strong evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: being able to select appropriate data to analyze district performance; develop district improvement processes and strategies based upon assessment data; and develop goals based upon student and district needs. B) The written reflection is: very comprehensive including fully applying relevant theory and literature, and best practice. C) The leadership internship portfolio artifacts are fully aligned with the ELCC standard element.

A) The reflection provides evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: being able to select appropriate data to analyze district performance; develop district improvement processes and strategies based upon assessment data; and develop goals based upon student and district needs. B) The written reflection is: comprehensive including applying relevant theory and literature, and best practice. C) The leadership internship portfolio artifacts are aligned with the ELCC standard element.

A) The reflection provides little evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: being able to select appropriate data to analyze district performance; develop district improvement processes and strategies based upon assessment data; and develop goals based upon student and district needs. B) The written reflection is: minimally comprehensive and lacks applying relevant theory and literature, and best practice. C) The leadership internship portfolio artifacts are not well aligned with the ELCC standard element.

A) The reflection provides little if any evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: being able to select appropriate data to analyze district performance; develop district improvement processes and strategies based upon assessment data; and develop goals based upon student and district needs. B) The written reflection is: not at all comprehensive and does not apply any relevant theory and literature, or best practice. C) The leadership internship portfolio artifacts are not aligned with the ELCC standard element.

50



ELCC Standard Element 1.3: Candidates understand and can promote continual and sustainable school improvement.



A) The reflection provides strong evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: change theories; the role of professional learning communities in creating and supporting school improvement; and how to design and deliver effective professional development that enhances professional practice and learning. B) The written reflection is: very comprehensive including fully applying relevant theory and literature, and best practice. C) The leadership internship portfolio artifacts are fully aligned with the ELCC standard element.

A) The reflection provides evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: change theories; the role of professional learning communities in creating and supporting school improvement; and how to design and deliver effective professional development that enhances professional practice and learning. B) The written reflection is: comprehensive including applying relevant theory and literature, and best practice. C) The leadership internship portfolio artifacts are aligned with the ELCC standard element.

A) The reflection provides little evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: change theories; the role of professional learning communities in creating and supporting school improvement; and how to design and deliver effective professional development that enhances professional practice and learning. B) The written reflection is: minimally comprehensive and lacks applying relevant theory and literature, and best practice. C) The leadership internship portfolio artifacts are not well aligned with the ELCC standard element.

A) The reflection provides little if any evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: change theories; the role of professional learning communities in creating and supporting school improvement; and how to design and deliver effective professional development that enhances professional practice and learning. B) The written reflection is: not at all comprehensive and does not apply any relevant theory and literature, or best practice. C) The leadership internship portfolio artifacts are not aligned with the ELCC standard element.


ELCC Standard Element 1.3: Candidates understand and can promote continual and sustainable district improvement.



A) The reflection provides strong evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: change theories; the role of professional learning communities in creating and supporting district improvement; and how to design and deliver effective professional development that enhances professional practice and learning. B) The written reflection is: very comprehensive including fully applying relevant theory and literature, and best practice. C) The leadership internship portfolio artifacts are fully aligned with the ELCC standard element.

A) The reflection provides evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: change theories; the role of professional learning communities in creating and supporting district improvement; and how to design and deliver effective professional development that enhances professional practice and learning. B) The written reflection is: comprehensive including applying relevant theory and literature, and best practice. C) The leadership internship portfolio artifacts are aligned with the ELCC standard element.

A) The reflection provides little evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: change theories; the role of professional learning communities in creating and supporting district improvement; and how to design and deliver effective professional development that enhances professional practice and learning. B) The written reflection is: minimally comprehensive and lacks applying relevant theory and literature, and best practice. C) The leadership internship portfolio artifacts are not well aligned with the ELCC standard element.

A) The reflection provides little if any evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: change theories; the role of professional learning communities in creating and supporting district improvement; and how to design and deliver effective professional development that enhances professional practice and learning. B) The written reflection is: not at all comprehensive and does not apply any relevant theory and literature, or best practice. C) The leadership internship portfolio artifacts are not aligned with the ELCC standard element.

51



ELCC Standard Element 1.4: Candidates understand and can evaluate school progress and revise school plans supported by school stakeholders



A) The reflection provides strong evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: being able to identify tools and strategies that promote monitoring of school progress; create instrumentation and processes to evaluate school progress; and how to communicate goal progress to constituencies. B) The written reflection is: very comprehensive including fully applying relevant theory and literature, and best practice. C) The leadership internship portfolio artifacts are fully aligned with the ELCC standard element.

A) The reflection provides evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: being able to identify tools and strategies that promote monitoring of school progress; create instrumentation and processes to evaluate school progress; and how to communicate goal progress to constituencies. B) The written reflection is: comprehensive including applying relevant theory and literature, and best practice. C) The leadership internship portfolio artifacts are aligned with the ELCC standard element.

A) The reflection provides little evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: being able to identify tools and strategies that promote monitoring of school progress; create instrumentation and processes to evaluate school progress; and how to communicate goal progress to constituencies. B) The written reflection is: minimally comprehensive and lacks applying relevant theory and literature, and best practice. C) The leadership internship portfolio artifacts are not well aligned with the ELCC standard element.

A) The reflection provides little if any evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: being able to identify tools and strategies that promote monitoring of school progress; create instrumentation and processes to evaluate school progress; and how to communicate goal progress to constituencies. B) The written reflection is: not at all comprehensive and does not apply any relevant theory and literature, or best practice. C) The leadership internship portfolio artifacts are not aligned with the ELCC standard element.


ELCC Standard Element 1.4: Candidates understand and can evaluate school progress and revise school plans supported by district stakeholders



A) The reflection provides strong evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: being able to identify tools and strategies that promote monitoring of district progress; create instrumentation and processes to evaluate district progress; and how to communicate goal progress to constituencies. B) The written reflection is: very comprehensive including fully applying relevant theory and literature, and best practice. C) The leadership internship portfolio artifacts are fully aligned with the ELCC standard element.

A) The reflection provides evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: being able to identify tools and strategies that promote monitoring of district progress; create instrumentation and processes to evaluate district progress; and how to communicate goal progress to constituencies. B) The written reflection is: comprehensive including applying relevant theory and literature, and best practice. C) The leadership internship portfolio artifacts are aligned with the ELCC standard element.

A) The reflection provides little evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: being able to identify tools and strategies that promote monitoring of district progress; create instrumentation and processes to evaluate district progress; and how to communicate goal progress to constituencies. B) The written reflection is: minimally comprehensive and lacks applying relevant theory and literature, and best practice. C) The leadership internship portfolio artifacts are not well aligned with the ELCC standard element.

A) The reflection provides little if any evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: being able to identify tools and strategies that promote monitoring of district progress; create instrumentation and processes to evaluate district progress; and how to communicate goal progress to constituencies. B) The written reflection is: not at all comprehensive and does not apply any relevant theory and literature, or best practice. C) The leadership internship portfolio artifacts are not aligned with the ELCC standard element.

52



ELCC Standard Element 2.1: Candidates understand and can sustain a school culture and instructional program conducive to student learning through collaboration, trust, and a personalized learning environment with high expectations for students.



A) The reflection provides strong evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: building a positive school learning environment through role modeling, high expectations for and fair treatment of everyone; and an understanding of human development and adult learning theories. B) The written reflection is: very comprehensive including fully applying relevant theory and literature, and best practice. C) The leadership internship portfolio artifacts are fully aligned with the ELCC standard element.

A) The reflection provides evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: building a positive school learning environment through role modeling, high expectations for and fair treatment of everyone; and an understanding of human development and adult learning theories. B) The written reflection is: comprehensive including applying relevant theory and literature, and best practice. C) The leadership internship portfolio artifacts are aligned with the ELCC standard element.

A) The reflection provides little evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: building a positive school learning environment through role modeling, high expectations for and fair treatment of everyone; and an understanding of human development and adult learning theories. B) The written reflection is: minimally comprehensive and lacks applying relevant theory and literature, and best practice. C) The leadership internship portfolio artifacts are not well aligned with the ELCC standard element.

A) The reflection provides little if any evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: building a positive school learning environment through role modeling, high expectations for and fair treatment of everyone; and an understanding of human development and adult learning theories. B) The written reflection is: not at all comprehensive and does not apply any relevant theory and literature, or best practice. C) The leadership internship portfolio artifacts are not aligned with the ELCC standard element.


ELCC Standard Element 2.1: Candidates understand and can sustain a district culture and instructional program conducive to student learning through collaboration, trust, and a personalized learning environment with high expectations for students.



A) The reflection provides strong evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: building a positive district learning environment through role modeling, high expectations for and fair treatment of everyone; and an understanding of human development and adult learning theories. B) The written reflection is: very comprehensive including fully applying relevant theory and literature, and best practice. C) The leadership internship portfolio artifacts are fully aligned with the ELCC standard element.

A) The reflection provides evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: building a positive district learning environment through role modeling, high expectations for and fair treatment of everyone; and an understanding of human development and adult learning theories. B) The written reflection is: comprehensive including applying relevant theory and literature, and best practice. C) The leadership internship portfolio artifacts are aligned with the ELCC standard element.

A) The reflection provides little evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: building a positive district learning environment through role modeling, high expectations for and fair treatment of everyone; and an understanding of human development and adult learning theories. B) The written reflection is: minimally comprehensive and lacks applying relevant theory and literature, and best practice. C) The leadership internship portfolio artifacts are not well aligned with the ELCC standard element.

A) The reflection provides little if any evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: building a positive district learning environment through role modeling, high expectations for and fair treatment of everyone; and an understanding of human development and adult learning theories. B) The written reflection is: not at all comprehensive and does not apply any relevant theory and literature, or best practice. C) The leadership internship portfolio artifacts are not aligned with the ELCC standard element.

53



ELCC Standard Element 2.2: Candidates understand and can create and evaluate a comprehensive, rigorous, and coherent curricular and instructional school program.



A) The reflection provides strong evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: understanding and selecting multiple teacher assessment models; utilizing various instructional observation techniques; and developing an articulated school curriculum based upon student needs and results. B) The written reflection is: very comprehensive including fully applying relevant theory and literature, and best practice. C) The leadership internship portfolio artifacts are fully aligned with the ELCC standard element.

A) The reflection provides evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: understanding and selecting multiple teacher assessment models; utilizing various instructional observation techniques; and developing an articulated school curriculum based upon student needs and results. B) The written reflection is: comprehensive including applying relevant theory and literature, and best practice. C) The leadership internship portfolio artifacts are aligned with the ELCC standard element.

A) The reflection provides little evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: understanding and selecting multiple teacher assessment models; utilizing various instructional observation techniques; and developing an articulated school curriculum based upon student needs and results. B) The written reflection is: minimally comprehensive and lacks applying relevant theory and literature, and best practice. C) The leadership internship portfolio artifacts are not well aligned with the ELCC standard element.

A) The reflection provides little if any evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: understanding and selecting multiple teacher assessment models; utilizing various instructional observation techniques; and developing an articulated school curriculum based upon student needs and results. B) The written reflection is: not at all comprehensive and does not apply any relevant theory and literature, or best practice. C) The leadership internship portfolio artifacts are not aligned with the ELCC standard element.


ELCC Standard Element 2.2: Candidates understand and can create and evaluate a comprehensive, rigorous, and coherent curricular and instructional district program.



A) The reflection provides strong evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: understanding and selecting multiple teacher assessment models; utilizing various instructional observation techniques; and developing an articulated district curriculum based upon student needs and results. B) The written reflection is: very comprehensive including fully applying relevant theory and literature, and best practice. C) The leadership internship portfolio artifacts are fully aligned with the ELCC standard element.

A) The reflection provides evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: understanding and selecting multiple teacher assessment models; utilizing various instructional observation techniques; and developing an articulated district curriculum based upon student needs and results. B) The written reflection is: comprehensive including applying relevant theory and literature, and best practice. C) The leadership internship portfolio artifacts are aligned with the ELCC standard element.

A) The reflection provides little evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: understanding and selecting multiple teacher assessment models; utilizing various instructional observation techniques; and developing an articulated district curriculum based upon student needs and results. B) The written reflection is: minimally comprehensive and lacks applying relevant theory and literature, and best practice. C) The leadership internship portfolio artifacts are not well aligned with the ELCC standard element.

A) The reflection provides little if any evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: understanding and selecting multiple teacher assessment models; utilizing various instructional observation techniques; and developing an articulated district curriculum based upon student needs and results. B) The written reflection is: not at all comprehensive and does not apply any relevant theory and literature, or best practice. C) The leadership internship portfolio artifacts are not aligned with the ELCC standard element.

54



ELCC Standard Element 2.3: Candidates understand and can develop and supervise the instructional and leadership capacity of school staff.



A) The reflection provides strong evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: implementing appropriate tools and strategies to observe and improve instruction; be able to design or select school instructional materials; and align professional development based on teacher needs and student data in the school. B) The written reflection is: very comprehensive including fully applying relevant theory and literature, and best practice. C) The leadership internship portfolio artifacts are fully aligned with the ELCC standard element.

A) The reflection provides evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: implementing appropriate tools and strategies to observe and improve instruction; be able to design or select school instructional materials; and align professional development based on teacher needs and student data in the school. B) The written reflection is: comprehensive including applying relevant theory and literature, and best practice. C) The leadership internship portfolio artifacts are aligned with the ELCC standard element.

A) The reflection provides little evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: implementing appropriate tools and strategies to observe and improve instruction; be able to design or select school instructional materials; and align professional development based on teacher needs and student data in the school. B) The written reflection is: minimally comprehensive and lacks applying relevant theory and literature, and best practice. C) The leadership internship portfolio artifacts are not well aligned with the ELCC standard element.

A) The reflection provides little if any evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: implementing appropriate tools and strategies to observe and improve instruction; be able to design or select school instructional materials; and align professional development based on teacher needs and student data in the school. B) The written reflection is: not at all comprehensive and does not apply any relevant theory and literature, or best practice. C) The leadership internship portfolio artifacts are not aligned with the ELCC standard element.


ELCC Standard Element 2.3: Candidates understand and can develop and supervise the instructional and leadership capacity of district staff.



A) The reflection provides strong evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: implementing appropriate tools and strategies to observe and improve instruction; be able to design or select district instructional materials; and align professional development based on teacher needs and student data in the district. B) The written reflection is: very comprehensive including fully applying relevant theory and literature, and best practice. C) The leadership internship portfolio artifacts are fully aligned with the ELCC standard element.

A) The reflection provides evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: implementing appropriate tools and strategies to observe and improve instruction; be able to design or select school instructional materials; and align professional development based on teacher needs and student data in the school. B) The written reflection is: comprehensive including applying relevant theory and literature, and best practice. C) The leadership internship portfolio artifacts are aligned with the ELCC standard element.

A) The reflection provides little evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: implementing appropriate tools and strategies to observe and improve instruction; be able to design or select school instructional materials; and align professional development based on teacher needs and student data in the school. B) The written reflection is: minimally comprehensive and lacks applying relevant theory and literature, and best practice. C) The leadership internship portfolio artifacts are not well aligned with the ELCC standard element.

A) The reflection provides little if any evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: implementing appropriate tools and strategies to observe and improve instruction; be able to design or select school instructional materials; and align professional development based on teacher needs and student data in the school. B) The written reflection is: not at all comprehensive and does not apply any relevant theory and literature, or best practice. C) The leadership internship portfolio artifacts are not aligned with the ELCC standard element.

55



ELCC Standard Element 2.4: Candidates understand and can promote the most effective and appropriate technologies to support teaching and learning in a school environment.



A) The reflection provides strong evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: the effective use of appropriate technology to enhance school instruction; the challenges and need for appropriate and reliable infrastructure; and the use of technology to analyze data results and target areas for improvement in the building. B) The written reflection is: very comprehensive including fully applying relevant theory and literature, and best practice. C) The leadership internship portfolio artifacts are fully aligned with the ELCC standard element.

A) The reflection provides evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: the effective use of appropriate technology to enhance school instruction; the challenges and need for appropriate and reliable infrastructure; and the use of technology to analyze data results and target areas for improvement in the building. B) The written reflection is: comprehensive including applying relevant theory and literature, and best practice. C) The leadership internship portfolio artifacts are aligned with the ELCC standard element.

A) The reflection provides little evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: the effective use of appropriate technology to enhance school instruction; the challenges and need for appropriate and reliable infrastructure; and the use of technology to analyze data results and target areas for improvement in the building. B) The written reflection is: minimally comprehensive and lacks applying relevant theory and literature, and best practice. C) The leadership internship portfolio artifacts are not well aligned with the ELCC standard element.

A) The reflection provides little if any evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: the effective use of appropriate technology to enhance school instruction; the challenges and need for appropriate and reliable infrastructure; and the use of technology to analyze data results and target areas for improvement in the building. B) The written reflection is: not at all comprehensive and does not apply any relevant theory and literature, or best practice. C) The leadership internship portfolio artifacts are not aligned with the ELCC standard element.


ELCC Standard Element 2.4: Candidates understand and can promote the most effective and appropriate technologies to support teaching and learning in a district environment.



A) The reflection provides strong evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: the effective use of appropriate technology to enhance district instruction; the challenges and need for appropriate and reliable infrastructure; and the use of technology to analyze data results and target areas for improvement in the district. B) The written reflection is: very comprehensive including fully applying relevant theory and literature, and best practice. C) The leadership internship portfolio artifacts are fully aligned with the ELCC standard element.

A) The reflection provides evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: the effective use of appropriate technology to enhance district instruction; the challenges and need for appropriate and reliable infrastructure; and the use of technology to analyze data results and target areas for improvement in the district. B) The written reflection is: comprehensive including applying relevant theory and literature, and best practice. C) The leadership internship portfolio artifacts are aligned with the ELCC standard element.

A) The reflection provides little evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: the effective use of appropriate technology to enhance district instruction; the challenges and need for appropriate and reliable infrastructure; and the use of technology to analyze data results and target areas for improvement in the district. B) The written reflection is: minimally comprehensive and lacks applying relevant theory and literature, and best practice. C) The leadership internship portfolio artifacts are not well aligned with the ELCC standard element.

A) The reflection provides little if any evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: the effective use of appropriate technology to enhance district instruction; the challenges and need for appropriate and reliable infrastructure; and the use of technology to analyze data results and target areas for improvement in the district. B) The written reflection is: not at all comprehensive and does not apply any relevant theory and literature, or best practice. C) The leadership internship portfolio artifacts are not aligned with the ELCC standard element.

56



ELCC Standard Element 3.1: Candidates understand and can monitor and evaluate school management and operational systems.



A) The reflection provides strong evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: assessing the work and operating processes of the school to identify challenges and opportunities for improvement and efficiency; and develop long range goals and plans to address and improve overall operation of the school. B) The written reflection is: very comprehensive including fully applying relevant theory and literature, and best practice. C) The leadership internship portfolio artifacts are fully aligned with the ELCC standard element.

A) The reflection provides evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: assessing the work and operating processes of the school to identify challenges and opportunities for improvement and efficiency; and develop long range goals and plans to address and improve overall operation of the school. B) The written reflection is: comprehensive including applying relevant theory and literature, and best practice. C) The leadership internship portfolio artifacts are aligned with the ELCC standard element.

A) The reflection provides little evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: assessing the work and operating processes of the school to identify challenges and opportunities for improvement and efficiency; and develop long range goals and plans to address and improve overall operation of the school. B) The written reflection is: minimally comprehensive and lacks applying relevant theory and literature, and best practice. C) The leadership internship portfolio artifacts are not well aligned with the ELCC standard element.

A) The reflection provides little if any evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: assessing the work and operating processes of the school to identify challenges and opportunities for improvement and efficiency; and develop long range goals and plans to address and improve overall operation of the school. B) The written reflection is: not at all comprehensive and does not apply any relevant theory and literature, or best practice. C) The leadership internship portfolio artifacts are not aligned with the ELCC standard element.


ELCC Standard Element 3.1: Candidates understand and can monitor and evaluate district management and operational systems.



A) The reflection provides strong evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: assessing the work and operating processes of the district to identify challenges and opportunities for improvement and efficiency; and develop long range goals and plans to address and improve overall operation of the school. B) The written reflection is: very comprehensive including fully applying relevant theory and literature, and best practice. C) The leadership internship portfolio artifacts are fully aligned with the ELCC standard element.

A) The reflection provides evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: assessing the work and operating processes of the district to identify challenges and opportunities for improvement and efficiency; and develop long range goals and plans to address and improve overall operation of the school. B) The written reflection is: comprehensive including applying relevant theory and literature, and best practice. C) The leadership internship portfolio artifacts are aligned with the ELCC standard element.

A) The reflection provides little evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: assessing the work and operating processes of the district to identify challenges and opportunities for improvement and efficiency; and develop long range goals and plans to address and improve overall operation of the school. B) The written reflection is: minimally comprehensive and lacks applying relevant theory and literature, and best practice. C) The leadership internship portfolio artifacts are not well aligned with the ELCC standard element.

A) The reflection provides little if any evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: assessing the work and operating processes of the district to identify challenges and opportunities for improvement and efficiency; and develop long range goals and plans to address and improve overall operation of the school. B) The written reflection is: not at all comprehensive and does not apply any relevant theory and literature, or best practice. C) The leadership internship portfolio artifacts are not aligned with the ELCC standard element.

57



ELCC Standard Element 3.2: Candidates understand and can efficiently use human, fiscal, and technological resources to manage school operations.



A) The reflection provides strong evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: understanding how to align fiscal, human and facility resources to efficiently support learning in a school; developing budgetary plans including long range fiscal projections; and utilizing technology tools to project needs in the school building. B) The written reflection is: very comprehensive including fully applying relevant theory and literature, and best practice. C) The leadership internship portfolio artifacts are fully aligned with the ELCC standard element.

A) The reflection provides evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: understanding how to align fiscal, human and facility resources to efficiently support learning in a school; developing budgetary plans including long range fiscal projections; and utilizing technology tools to project needs in the school building. B) The written reflection is: comprehensive including applying relevant theory and literature, and best practice. C) The leadership internship portfolio artifacts are aligned with the ELCC standard element.

A) The reflection provides little evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: understanding how to align fiscal, human and facility resources to efficiently support learning in a school; developing budgetary plans including long range fiscal projections; and utilizing technology tools to project needs in the school building. B) The written reflection is: minimally comprehensive and lacks applying relevant theory and literature, and best practice. C) The leadership internship portfolio artifacts are not well aligned with the ELCC standard element.

A) The reflection provides little if any evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: understanding how to align fiscal, human and facility resources to efficiently support learning in a school; developing budgetary plans including long range fiscal projections; and utilizing technology tools to project needs in the school building. B) The written reflection is: not at all comprehensive and does not apply any relevant theory and literature, or best practice. C) The leadership internship portfolio artifacts are not aligned with the ELCC standard element.


ELCC Standard Element 3.2: Candidates understand and can efficiently use human, fiscal, and technological resources to manage district operations.



A) The reflection provides strong evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: understanding how to align fiscal, human and facility resources to efficiently support learning in a district; developing budgetary plans including long range fiscal projections; and utilizing technology tools to project needs in the district. B) The written reflection is: very comprehensive including fully applying relevant theory and literature, and best practice. C) The leadership internship portfolio artifacts are fully aligned with the ELCC standard element.

A) The reflection provides evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: understanding how to align fiscal, human and facility resources to efficiently support learning in a district; developing budgetary plans including long range fiscal projections; and utilizing technology tools to project needs in the district. B) The written reflection is: comprehensive including applying relevant theory and literature, and best practice. C) The leadership internship portfolio artifacts are aligned with the ELCC standard element.

A) The reflection provides little evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: understanding how to align fiscal, human and facility resources to efficiently support learning in a district; developing budgetary plans including long range fiscal projections; and utilizing technology tools to project needs in the district. B) The written reflection is: minimally comprehensive and lacks applying relevant theory and literature, and best practice. C) The leadership internship portfolio artifacts are not well aligned with the ELCC standard element.

A) The reflection provides little if any evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: understanding how to align fiscal, human and facility resources to efficiently support learning in a district; developing budgetary plans including long range fiscal projections; and utilizing technology tools to project needs in the district. B) The written reflection is: not at all comprehensive and does not apply any relevant theory and literature, or best practice. C) The leadership internship portfolio artifacts are not aligned with the ELCC standard element.

58



ELCC Standard Element 3.3: Candidates understand and can promote school-based policies and procedures that protect the welfare and safety of students and staff within the school.



A) The reflection provides strong evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: establishing and maintaining a safe, orderly learning environment through establishing school crisis procedures and expectations for behavior; by enforcing student discipline in the school; and monitoring and evaluating school processes. B) The written reflection is: very comprehensive including fully applying relevant theory and literature, and best practice. C) The leadership internship portfolio artifacts are fully aligned with the ELCC standard element.

A) The reflection provides evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: establishing and maintaining a safe, orderly learning environment through establishing school crisis procedures and expectations for behavior; by enforcing student discipline in the school; and monitoring and evaluating school processes. B) The written reflection is: comprehensive including applying relevant theory and literature, and best practice. C) The leadership internship portfolio artifacts are aligned with the ELCC standard element.

A) The reflection provides little evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: establishing and maintaining a safe, orderly learning environment through establishing school crisis procedures and expectations for behavior; by enforcing student discipline in the school; and monitoring and evaluating school processes. B) The written reflection is: minimally comprehensive and lacks applying relevant theory and literature, and best practice. C) The leadership internship portfolio artifacts are not well aligned with the ELCC standard element.

A) The reflection provides little if any evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: establishing and maintaining a safe, orderly learning environment through establishing school crisis procedures and expectations for behavior; by enforcing student discipline in the school; and monitoring and evaluating school processes. B) The written reflection is: not at all comprehensive and does not apply any relevant theory and literature, or best practice. C) The leadership internship portfolio artifacts are not aligned with the ELCC standard element.


ELCC Standard Element 3.3: Candidates understand and can promote district--based policies and procedures that protect the welfare and safety of students and staff within the district.



A) The reflection provides strong evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: establishing and maintaining a safe, orderly learning environment through establishing district crisis procedures and expectations for behavior; by enforcing student discipline in the district; and monitoring and evaluating district processes. B) The written reflection is: very comprehensive including fully applying relevant theory and literature, and best practice. C) The leadership internship portfolio artifacts are fully aligned with the ELCC standard element.

A) The reflection provides evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: establishing and maintaining a safe, orderly learning environment through establishing district crisis procedures and expectations for behavior; by enforcing student discipline in the district; and monitoring and evaluating district processes. B) The written reflection is: comprehensive including applying relevant theory and literature, and best practice. C) The leadership internship portfolio artifacts are aligned with the ELCC standard element.

A) The reflection provides little evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: establishing and maintaining a safe, orderly learning environment through establishing district crisis procedures and expectations for behavior; by enforcing student discipline in the district; and monitoring and evaluating district processes. B) The written reflection is: minimally comprehensive and lacks applying relevant theory and literature, and best practice. C) The leadership internship portfolio artifacts are not well aligned with the ELCC standard element.

A) The reflection provides little if any evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: establishing and maintaining a safe, orderly learning environment through establishing district crisis procedures and expectations for behavior; by enforcing student discipline in the district; and monitoring and evaluating district processes. B) The written reflection is: not at all comprehensive and does not apply any relevant theory and literature, or best practice. C) The leadership internship portfolio artifacts are not aligned with the ELCC standard element.

59



ELCC Standard Element 3.4: Candidates understand and can develop school capacity for distributed leadership.



A) The reflection provides strong evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: understanding the value of distributed or shared school leadership; being able to identify and encourage staff to assume roles in decisions; and implement shared decision making processes for the school. B) The written reflection is: very comprehensive including fully applying relevant theory and literature, and best practice. C) The leadership internship portfolio artifacts are fully aligned with the ELCC standard element.

A) The reflection provides evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: understanding the value of distributed or shared school leadership; being able to identify and encourage staff to assume roles in decisions; and implement shared decision making processes for the school. B) The written reflection is: comprehensive including applying relevant theory and literature, and best practice. C) The leadership internship portfolio artifacts are aligned with the ELCC standard element.

A) The reflection provides little evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: understanding the value of distributed or shared school leadership; being able to identify and encourage staff to assume roles in decisions; and implement shared decision making processes for the school. B) The written reflection is: minimally comprehensive and lacks applying relevant theory and literature, and best practice. C) The leadership internship portfolio artifacts are not well aligned with the ELCC standard element.

A) The reflection provides little if any evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: understanding the value of distributed or shared school leadership; being able to identify and encourage staff to assume roles in decisions; and implement shared decision making processes for the school. B) The written reflection is: not at all comprehensive and does not apply any relevant theory and literature, or best practice. C) The leadership internship portfolio artifacts are not aligned with the ELCC standard element.


ELCC Standard Element 3.4: Candidates understand and can develop district capacity for distributed leadership.



A) The reflection provides strong evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: understanding the value of distributed or shared district leadership; being able to identify and encourage staff to assume roles in decisions; and implement shared decision making processes for the district.. B) The written reflection is: very comprehensive including fully applying relevant theory and literature, and best practice. C) The leadership internship portfolio artifacts are fully aligned with the ELCC standard element.

A) The reflection provides evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: understanding the value of distributed or shared district leadership; being able to identify and encourage staff to assume roles in decisions; and implement shared decision making processes for the district. B) The written reflection is: comprehensive including applying relevant theory and literature, and best practice. C) The leadership internship portfolio artifacts are aligned with the ELCC standard element.

A) The reflection provides little evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: understanding the value of distributed or shared district leadership; being able to identify and encourage staff to assume roles in decisions; and implement shared decision making processes for the district. B) The written reflection is: minimally comprehensive and lacks applying relevant theory and literature, and best practice. C) The leadership internship portfolio artifacts are not well aligned with the ELCC standard element.

A) The reflection provides little if any evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: understanding the value of distributed or shared district leadership; being able to identify and encourage staff to assume roles in decisions; and implement shared decision making processes for the district. B) The written reflection is: not at all comprehensive and does not apply any relevant theory and literature, or best practice. C) The leadership internship portfolio artifacts are not aligned with the ELCC standard element.

60



ELCC Standard Element 3.5: Candidates understand and can ensure teacher and organizational time focuses on supporting high-quality school instruction and student learning.



A) The reflection provides strong evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: strategies to increase instructional time and time for teacher collaboration; be able to develop school schedules that maximize time teaching and planning; and work to reduce non-teaching duties of teachers in the school. B) The written reflection is: very comprehensive including fully applying relevant theory and literature, and best practice. C) The leadership internship portfolio artifacts are fully aligned with the ELCC standard element.

A) The reflection provides evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: strategies to increase instructional time and time for teacher collaboration; be able to develop school schedules that maximize time teaching and planning; and work to reduce non-teaching duties of teachers in the school. B) The written reflection is: comprehensive including applying relevant theory and literature, and best practice. C) The leadership internship portfolio artifacts are aligned with the ELCC standard element.

A) The reflection provides little evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: strategies to increase instructional time and time for teacher collaboration; be able to develop school schedules that maximize time teaching and planning; and work to reduce non-teaching duties of teachers in the school. B) The written reflection is: minimally comprehensive and lacks applying relevant theory and literature, and best practice. C) The leadership internship portfolio artifacts are not well aligned with the ELCC standard element.

A) The reflection provides little if any evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: strategies to increase instructional time and time for teacher collaboration; be able to develop school schedules that maximize time teaching and planning; and work to reduce non-teaching duties of teachers in the school. B) The written reflection is: not at all comprehensive and does not apply any relevant theory and literature, or best practice. C) The leadership internship portfolio artifacts are not aligned with the ELCC standard element.


ELCC Standard Element 3.5: Candidates understand and can ensure teacher and organizational time focuses on supporting high-quality district instruction and student learning.



A) The reflection provides strong evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: strategies to increase instructional time and time for teacher collaboration; be able to develop district schedules that maximize time teaching and planning; and work to reduce non-teaching duties of teachers in the district. B) The written reflection is: very comprehensive including fully applying relevant theory and literature, and best practice. C) The leadership internship portfolio artifacts are fully aligned with the ELCC standard element.

A) The reflection provides evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: strategies to increase instructional time and time for teacher collaboration; be able to develop district schedules that maximize time teaching and planning; and work to reduce non-teaching duties of teachers in the district. B) The written reflection is: comprehensive including applying relevant theory and literature, and best practice. C) The leadership internship portfolio artifacts are aligned with the ELCC standard element.

A) The reflection provides little evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: strategies to increase instructional time and time for teacher collaboration; be able to develop district schedules that maximize time teaching and planning; and work to reduce non-teaching duties of teachers in the district. B) The written reflection is: minimally comprehensive and lacks applying relevant theory and literature, and best practice. C) The leadership internship portfolio artifacts are not well aligned with the ELCC standard element.

A) The reflection provides little if any evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: strategies to increase instructional time and time for teacher collaboration; be able to develop district schedules that maximize time teaching and planning; and work to reduce non-teaching duties of teachers in the district. B) The written reflection is: not at all comprehensive and does not apply any relevant theory and literature, or best practice. C) The leadership internship portfolio artifacts are not aligned with the ELCC standard element.

61



ELCC Standard Element 4.1: Candidates understand and can collaborate with faculty and community members by collecting and analyzing information pertinent to the improvement of the school’s educational environment.



A) The reflection provides strong evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: collaboratively using evidence based research to collect school and community information; understand how to include staff and community members in reviewing information; and how to share school information within the larger community. B) The written reflection is: very comprehensive including fully applying relevant theory and literature, and best practice. C) The leadership internship portfolio artifacts are fully aligned with the ELCC standard element.

A) The reflection provides evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: collaboratively using evidence based research to collect school and community information; understand how to include staff and community members in reviewing information; and how to share school information within the larger community. B) The written reflection is: comprehensive including applying relevant theory and literature, and best practice. C) The leadership internship portfolio artifacts are aligned with the ELCC standard element.

A) The reflection provides little evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: collaboratively using evidence based research to collect school and community information; understand how to include staff and community members in reviewing information; and how to share school information within the larger community. B) The written reflection is: minimally comprehensive and lacks applying relevant theory and literature, and best practice. C) The leadership internship portfolio artifacts are not well aligned with the ELCC standard element.

A) The reflection provides little if any evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: collaboratively using evidence based research to collect school and community information; understand how to include staff and community members in reviewing information; and how to share school information within the larger community. B) The written reflection is: not at all comprehensive and does not apply any relevant theory and literature, or best practice. C) The leadership internship portfolio artifacts are not aligned with the ELCC standard element.


ELCC Standard Element 4.1: Candidates understand and can collaborate with faculty and community members by collecting and analyzing information pertinent to the improvement of the district’s educational environment.



A) The reflection provides strong evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: collaboratively using evidence based research to collect district and community information; understand how to include staff and community members in reviewing information; and how to share district information within the larger community. B) The written reflection is: very comprehensive including fully applying relevant theory and literature, and best practice. C) The leadership internship portfolio artifacts are fully aligned with the ELCC standard element.

A) The reflection provides evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: collaboratively using evidence based research to collect district and community information; understand how to include staff and community members in reviewing information; and how to share district information within the larger community. B) The written reflection is: comprehensive including applying relevant theory and literature, and best practice. C) The leadership internship portfolio artifacts are aligned with the ELCC standard element.

A) The reflection provides little evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: collaboratively using evidence based research to collect district and community information; understand how to include staff and community members in reviewing information; and how to share district information within the larger community. B) The written reflection is: minimally comprehensive and lacks applying relevant theory and literature, and best practice. C) The leadership internship portfolio artifacts are not well aligned with the ELCC standard element.

A) The reflection provides little if any evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: collaboratively using evidence based research to collect district and community information; understand how to include staff and community members in reviewing information; and how to share district information within the larger community. B) The written reflection is: not at all comprehensive and does not apply any relevant theory and literature, or best practice. C) The leadership internship portfolio artifacts are not aligned with the ELCC standard element.

62



ELCC Standard Element 4.2: Candidates understand and can mobilize community resources by promoting an understanding, appreciation, and use of diverse cultural, social, and intellectual resources within the school community.



A) The reflection provides strong evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: identifying and accessing the varied community, agency, business and religious resources that can support the school’s mission; and be able to mobilize these many groups to support the goals of the school. B) The written reflection is: very comprehensive including fully applying relevant theory and literature, and best practice. C) The leadership internship portfolio artifacts are fully aligned with the ELCC standard element.

A) The reflection provides evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: identifying and accessing the varied community, agency, business and religious resources that can support the school’s mission; and be able to mobilize these many groups to support the goals of the school. B) The written reflection is: comprehensive including applying relevant theory and literature, and best practice. C) The leadership internship portfolio artifacts are aligned with the ELCC standard element.

A) The reflection provides little evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: identifying and accessing the varied community, agency, business and religious resources that can support the school’s mission; and be able to mobilize these many groups to support the goals of the school. B) The written reflection is: minimally comprehensive and lacks applying relevant theory and literature, and best practice. C) The leadership internship portfolio artifacts are not well aligned with the ELCC standard element.

A) The reflection provides little if any evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: identifying and accessing the varied community, agency, business and religious resources that can support the school’s mission; and be able to mobilize these many groups to support the goals of the school. B) The written reflection is: not at all comprehensive and does not apply any relevant theory and literature, or best practice. C) The leadership internship portfolio artifacts are not aligned with the ELCC standard element.


ELCC Standard Element 4.2: Candidates understand and can mobilize community resources by promoting an understanding, appreciation, and use of diverse cultural, social, and intellectual resources within the district community.



A) The reflection provides strong evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: identifying and accessing the varied community, agency, business and religious resources that can support the district’s mission; and be able to mobilize these many groups to support the goals of the district. B) The written reflection is: very comprehensive including fully applying relevant theory and literature, and best practice. C) The leadership internship portfolio artifacts are fully aligned with the ELCC standard element.

A) The reflection provides evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: identifying and accessing the varied community, agency, business and religious resources that can support the district’s mission; and be able to mobilize these many groups to support the goals of the district. B) The written reflection is: comprehensive including applying relevant theory and literature, and best practice. C) The leadership internship portfolio artifacts are aligned with the ELCC standard element.

A) The reflection provides little evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: identifying and accessing the varied community, agency, business and religious resources that can support the district’s mission; and be able to mobilize these many groups to support the goals of the district. B) The written reflection is: minimally comprehensive and lacks applying relevant theory and literature, and best practice. C) The leadership internship portfolio artifacts are not well aligned with the ELCC standard element.

A) The reflection provides little if any evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: identifying and accessing the varied community, agency, business and religious resources that can support the district’s mission; and be able to mobilize these many groups to support the goals of the district. B) The written reflection is: not at all comprehensive and does not apply any relevant theory and literature, or best practice. C) The leadership internship portfolio artifacts are not aligned with the ELCC standard element.

63



ELCC Standard Element 4.3: Candidates understand and can respond to community interests and needs by building and sustaining positive school relationships with families and caregivers.



A) The reflection provides strong evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: creating and preserving programs that invite and engage parents and community to school events; creating a culture of openness and transparency; and reaching out to parents and caregivers to build a strong affiliation with the school. B) The written reflection is: very comprehensive including fully applying relevant theory and literature, and best practice. C) The leadership internship portfolio artifacts are fully aligned with the ELCC standard element.

A) The reflection provides evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding creating and preserving programs that invite and engage parents and community to school events; creating a culture of openness and transparency; and reaching out to parents and caregivers to build a strong affiliation with the school. B) The written reflection is: comprehensive including applying relevant theory and literature, and best practice. C) The leadership internship portfolio artifacts are aligned with the ELCC standard element.

A) The reflection provides little evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: creating and preserving programs that invite and engage parents and community to school events; creating a culture of openness and transparency; and reaching out to parents and caregivers to build a strong affiliation with the school. B) The written reflection is: minimally comprehensive and lacks applying relevant theory and literature, and best practice. C) The leadership internship portfolio artifacts are not well aligned with the ELCC standard element.

A) The reflection provides little if any evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: creating and preserving programs that invite and engage parents and community to school events; creating a culture of openness and transparency; and reaching out to parents and caregivers to build a strong affiliation with the school. B) The written reflection is: not at all comprehensive and does not apply any relevant theory and literature, or best practice. C) The leadership internship portfolio artifacts are not aligned with the ELCC standard element.


ELCC Standard Element 4.3: Candidates understand and can respond to community interests and needs by building and sustaining positive district relationships with families and caregivers.



A) The reflection provides strong evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: creating and preserving programs that invite and engage parents and community to district events; creating a culture of openness and transparency; and reaching out to parents and caregivers to build a strong affiliation with the district. B) The written reflection is: very comprehensive including fully applying relevant theory and literature, and best practice. C) The leadership internship portfolio artifacts are fully aligned with the ELCC standard element.

A) The reflection provides evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: creating and preserving programs that invite and engage parents and community to district events; creating a culture of openness and transparency; and reaching out to parents and caregivers to build a strong affiliation with the district. B) The written reflection is: comprehensive including applying relevant theory and literature, and best practice. C) The leadership internship portfolio artifacts are aligned with the ELCC standard element.

A) The reflection provides little evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: creating and preserving programs that invite and engage parents and community to district events; creating a culture of openness and transparency; and reaching out to parents and caregivers to build a strong affiliation with the district. B) The written reflection is: minimally comprehensive and lacks applying relevant theory and literature, and best practice. C) The leadership internship portfolio artifacts are not well aligned with the ELCC standard element.

A) The reflection provides little if any evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: creating and preserving programs that invite and engage parents and community to district events; creating a culture of openness and transparency; and reaching out to parents and caregivers to build a strong affiliation with the district. B) The written reflection is: not at all comprehensive and does not apply any relevant theory and literature, or best practice. C) The leadership internship portfolio artifacts are not aligned with the ELCC standard element.

64



ELCC Standard Element 4.4: Candidates understand and can respond to community interests and needs by building and sustaining productive school relationships with community partners.



A) The reflection provides strong evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: creating and preserving programs that engage community partners (business, agencies, faith, etc.) in the school; be able to identify community needs and interests; and encourage community partners to be involved in decision making in the school. B) The written reflection is: very comprehensive including fully applying relevant theory and literature, and best practice. C) The leadership internship portfolio artifacts are fully aligned with the ELCC standard element.

A) The reflection provides evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: creating and preserving programs that engage community partners (business, agencies, faith, etc.) in the school; be able to identify community needs and interests; and encourage community partners to be involved in decision making in the school. B) The written reflection is: comprehensive including applying relevant theory and literature, and best practice. C) The leadership internship portfolio artifacts are aligned with the ELCC standard element.

A) The reflection provides little evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: creating and preserving programs that engage community partners (business, agencies, faith, etc.) in the school; be able to identify community needs and interests; and encourage community partners to be involved in decision making in the school. B) The written reflection is: minimally comprehensive and lacks applying relevant theory and literature, and best practice. C) The leadership internship portfolio artifacts are not well aligned with the ELCC standard element.

A) The reflection provides little if any evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: creating and preserving programs that engage community partners (business, agencies, faith, etc.) in the school; be able to identify community needs and interests; and encourage community partners to be involved in decision making in the school. B) The written reflection is: not at all comprehensive and does not apply any relevant theory and literature, or best practice. C) The leadership internship portfolio artifacts are not aligned with the ELCC standard element.


ELCC Standard Element 4.4: Candidates understand and can respond to community interests and needs by building and sustaining productive district relationships with community partners.



A) The reflection provides strong evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: creating and preserving programs that engage community partners (business, agencies, faith, etc.) in the district; be able to identify community needs and interests; and encourage community partners to be involved in decision making in the district. B) The written reflection is: very comprehensive including fully applying relevant theory and literature, and best practice. B) The leadership internship portfolio artifacts are fully aligned with the ELCC standard element.

A) The reflection provides evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: creating and preserving programs that engage community partners (business, agencies, faith, etc.) in the district; be able to identify community needs and interests; and encourage community partners to be involved in decision making in the district. B) The written reflection is: comprehensive including applying relevant theory and literature, and best practice. C) The leadership internship portfolio artifacts are aligned with the ELCC standard element.

A) The reflection provides little evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: creating and preserving programs that engage community partners (business, agencies, faith, etc.) in the district; be able to identify community needs and interests; and encourage community partners to be involved in decision making in the district. B) The written reflection is: minimally comprehensive and lacks applying relevant theory and literature, and best practice. C) The leadership internship portfolio artifacts are not well aligned with the ELCC standard element.

A) The reflection provides little if any evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: creating and preserving programs that engage community partners (business, agencies, faith, etc.) in the district; be able to identify community needs and interests; and encourage community partners to be involved in decision making in the district. B) The written reflection is: not at all comprehensive and does not apply any relevant theory and literature, or best practice. C) The leadership internship portfolio artifacts are not aligned with the ELCC standard element.

65



ELCC Standard Element 5.1: Candidates understand and can act with integrity and fairness to ensure a school system of accountability for every student’s academic and social success.



A) The reflection provides strong evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: the need to advocate for every child by ensuring high expectations for all children and staff; leading with a sense of fairness; and acting with a high degree of integrity to promote full accountability for everyone on local and state measures of student learning in the school. B) The written reflection is: very comprehensive including fully applying relevant theory and literature, and best practice. C) The leadership internship portfolio artifacts are fully aligned with the ELCC standard element.

A) The reflection provides evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: the need to advocate for every child by ensuring high expectations for all children and staff; leading with a sense of fairness; and acting with a high degree of integrity to promote full accountability for everyone on local and state measures of student learning in the school. B) The written reflection is: comprehensive including applying relevant theory and literature, and best practice. C) The leadership internship portfolio artifacts are aligned with the ELCC standard element.

A) The reflection provides little evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: the need to advocate for every child by ensuring high expectations for all children and staff; leading with a sense of fairness; and acting with a high degree of integrity to promote full accountability for everyone on local and state measures of student learning in the school. B) The written reflection is: minimally comprehensive and lacks applying relevant theory and literature, and best practice. C) The leadership internship portfolio artifacts are not well aligned with the ELCC standard element.

A) The reflection provides little if any evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: the need to advocate for every child by ensuring high expectations for all children and staff; leading with a sense of fairness; and acting with a high degree of integrity to promote full accountability for everyone on local and state measures of student learning in the school. B) The written reflection is: not at all comprehensive and does not apply any relevant theory and literature, or best practice. C) The leadership internship portfolio artifacts are not aligned with the ELCC standard element.


ELCC Standard Element 5.1: Candidates understand and can act with integrity and fairness to ensure a district system of accountability for every student’s academic and social success.



A) The reflection provides strong evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: the need to advocate for every child by ensuring high expectations for all children and staff; leading with a sense of fairness; and acting with a high degree of integrity to promote full accountability for everyone on local and state measures of student learning in the district. B) The written reflection is: very comprehensive including fully applying relevant theory and literature, and best practice. C) The leadership internship portfolio artifacts are fully aligned with the ELCC standard element.

A) The reflection provides evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: the need to advocate for every child by ensuring high expectations for all children and staff; leading with a sense of fairness; and acting with a high degree of integrity to promote full accountability for everyone on local and state measures of student learning in the district. B) The written reflection is: comprehensive including applying relevant theory and literature, and best practice. C) The leadership internship portfolio artifacts are aligned with the ELCC standard element.

A) The reflection provides little evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: the need to advocate for every child by ensuring high expectations for all children and staff; leading with a sense of fairness; and acting with a high degree of integrity to promote full accountability for everyone on local and state measures of student learning in the district. B) The written reflection is: minimally comprehensive and lacks applying relevant theory and literature, and best practice. C) The leadership internship portfolio artifacts are not well aligned with the ELCC standard element.

A) The reflection provides little if any evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: the need to advocate for every child by ensuring high expectations for all children and staff; leading with a sense of fairness; and acting with a high degree of integrity to promote full accountability for everyone on local and state measures of student learning in the district. B) The written reflection is: not at all comprehensive and does not apply any relevant theory and literature, or best practice. C) The leadership internship portfolio artifacts are not aligned with the ELCC standard element.

66



ELCC Standard Element 5.2: Candidates understand and can model principles of self-awareness, reflective practice, transparency, and ethical behavior as related to their roles within the school.



A) The reflection provides strong evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: articulating impact of ethical principles on building leadership; understand the legal and ethical context of building decisions; and support the ethical principles of various school leadership associations. B) The written reflection is: very comprehensive including fully applying relevant theory and literature, and best practice. C) The leadership internship portfolio artifacts are fully aligned with the ELCC standard element.

A) The reflection provides evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: articulating impact of ethical principles on building leadership; understand the legal and ethical context of building decisions; and support the ethical principles of various school leadership associations. B) The written reflection is: comprehensive including applying relevant theory and literature, and best practice. C) The leadership internship portfolio artifacts are aligned with the ELCC standard element.

A) The reflection provides little evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: articulating impact of ethical principles on building leadership; understand the legal and ethical context of building decisions; and support the ethical principles of various school leadership associations. B) The written reflection is: minimally comprehensive and lacks applying relevant theory and literature, and best practice. C) The leadership internship portfolio artifacts are not well aligned with the ELCC standard element.

A) The reflection provides little if any evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: articulating impact of ethical principles on building leadership; understand the legal and ethical context of building decisions; and support the ethical principles of various school leadership associations. B) The written reflection is: not at all comprehensive and does not apply any relevant theory and literature, or best practice. C) The leadership internship portfolio artifacts are not aligned with the ELCC standard element.


ELCC Standard Element 5.2: Candidates understand and can model principles of self-awareness, reflective practice, transparency, and ethical behavior as related to their roles within the district.



A) The reflection provides strong evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: articulating impact of ethical principles on district leadership; understand the legal and ethical context of district decisions; and support the ethical principles of various school district leadership associations. B) The written reflection is: very comprehensive including fully applying relevant theory and literature, and best practice. C) The leadership internship portfolio artifacts are fully aligned with the ELCC standard element.

A) The reflection provides evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: articulating impact of ethical principles on district leadership; understand the legal and ethical context of district decisions; and support the ethical principles of various school district leadership associations. B) The written reflection is: comprehensive including applying relevant theory and literature, and best practice. C) The leadership internship portfolio artifacts are aligned with the ELCC standard element.

A) The reflection provides little evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: articulating impact of ethical principles on district leadership; understand the legal and ethical context of district decisions; and support the ethical principles of various school district leadership associations. B) The written reflection is: minimally comprehensive and lacks applying relevant theory and literature, and best practice. C) The leadership internship portfolio artifacts are not well aligned with the ELCC standard element.

A) The reflection provides little if any evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: articulating impact of ethical principles on district leadership; understand the legal and ethical context of district decisions; and support the ethical principles of various school district leadership associations. B) The written reflection is: not at all comprehensive and does not apply any relevant theory and literature, or best practice. C) The leadership internship portfolio artifacts are not aligned with the ELCC standard element.

67



ELCC Standard Element 5.3: Candidates understand and can safeguard the values of democracy, equity, and diversity.



A) The reflection provides strong evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: supporting a school culture that embraces democratic values of participation and fairness; equitable distribution of resources; and procedures that ensure children have full opportunity for success in a school building. B) The written reflection is: very comprehensive including fully applying relevant theory and literature, and best practice. C) The leadership internship portfolio artifacts are fully aligned with the ELCC standard element.

A) The reflection provides evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: supporting a school culture that embraces democratic values of participation and fairness; equitable distribution of resources; and procedures that ensure children have full opportunity for success in a school building. B) The written reflection is: comprehensive including applying relevant theory and literature, and best practice. C) The leadership internship portfolio artifacts are aligned with the ELCC standard element.

A) The reflection provides little evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: supporting a school culture that embraces democratic values of participation and fairness; equitable distribution of resources; and procedures that ensure children have full opportunity for success in a school building. B) The written reflection is: minimally comprehensive and lacks applying relevant theory and literature, and best practice. C) The leadership internship portfolio artifacts are not well aligned with the ELCC standard element.

A) The reflection provides little if any evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: supporting a school culture that embraces democratic values of participation and fairness; equitable distribution of resources; and procedures that ensure children have full opportunity for success in a school building. B) The written reflection is: not at all comprehensive and does not apply any relevant theory and literature, or best practice. C) The leadership internship portfolio artifacts are not aligned with the ELCC standard element.





A) The reflection provides strong evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: supporting a district culture that embraces democratic values of participation and fairness; equitable distribution of resources; and procedures that ensure children have full opportunity for success in a school district. B) The written reflection is: very comprehensive including fully applying relevant theory and literature, and best practice. C) The leadership internship portfolio artifacts are fully aligned with the ELCC standard element.

A) The reflection provides evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: supporting a district culture that embraces democratic values of participation and fairness; equitable distribution of resources; and procedures that ensure children have full opportunity for success in a school district. B) The written reflection is: comprehensive including applying relevant theory and literature, and best practice. C) The leadership internship portfolio artifacts are aligned with the ELCC standard element.

A) The reflection provides little evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: supporting a district culture that embraces democratic values of participation and fairness; equitable distribution of resources; and procedures that ensure children have full opportunity for success in a school district. B) The written reflection is: minimally comprehensive and lacks applying relevant theory and literature, and best practice. C) The leadership internship portfolio artifacts are not well aligned with the ELCC standard element.

A) The reflection provides little if any evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: supporting a district culture that embraces democratic values of participation and fairness; equitable distribution of resources; and procedures that ensure children have full opportunity for success in a school district. B) The written reflection is: not at all comprehensive and does not apply any relevant theory and literature, or best practice. C) The leadership internship portfolio artifacts are not aligned with the ELCC standard element.

68



ELCC Standard Element 5.4: Candidates understand and can evaluate the potential moral and legal consequences of decision making in the school.



A) The reflection provides strong evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: ensuring that school policies and procedures provide guidance in matters related to ethics and law; understanding legal and moral implications of a decision; and making sound school decisions that are both legal and highly ethical. B) The written reflection is: very comprehensive including fully applying relevant theory and literature, and best practice. C) The leadership internship portfolio artifacts are fully aligned with the ELCC standard element.

A) The reflection provides evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: ensuring that school policies and procedures provide guidance in matters related to ethics and law; understanding legal and moral implications of a decision; and making sound school decisions that are both legal and highly ethical. B) The written reflection is: comprehensive including applying relevant theory and literature, and best practice. C) The leadership internship portfolio artifacts are aligned with the ELCC standard element.

A) The reflection provides little evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: ensuring that school policies and procedures provide guidance in matters related to ethics and law; understanding legal and moral implications of a decision; and making sound school decisions that are both legal and highly ethical. B) The written reflection is: minimally comprehensive and lacks applying relevant theory and literature, and best practice. C) The leadership internship portfolio artifacts are not well aligned with the ELCC standard element.

A) The reflection provides little if any evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: ensuring that school policies and procedures provide guidance in matters related to ethics and law; understanding legal and moral implications of a decision; and making sound school decisions that are both legal and highly ethical. B) The written reflection is: not at all comprehensive and does not apply any relevant theory and literature, or best practice. C) The leadership internship portfolio artifacts are not aligned with the ELCC standard element.


ELCC Standard Element 5.4: Candidates understand and can evaluate the potential moral and legal consequences of decision making in the district.



A) The reflection provides strong evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: ensuring that district policies and procedures provide guidance in matters related to ethics and law; understanding legal and moral implications of a decision; and making sound district decisions that are both legal and highly ethical. B) The written reflection is: very comprehensive including fully applying relevant theory and literature, and best practice. C) The leadership internship portfolio artifacts are fully aligned with the ELCC standard element.

A) The reflection provides evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: ensuring that district policies and procedures provide guidance in matters related to ethics and law; understanding legal and moral implications of a decision; and making sound district decisions that are both legal and highly ethical. B) The written reflection is: comprehensive including applying relevant theory and literature, and best practice. C) The leadership internship portfolio artifacts are aligned with the ELCC standard element.

A) The reflection provides little evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: ensuring that district policies and procedures provide guidance in matters related to ethics and law; understanding legal and moral implications of a decision; and making sound district decisions that are both legal and highly ethical. B) The written reflection is: minimally comprehensive and lacks applying relevant theory and literature, and best practice. C) The leadership internship portfolio artifacts are not well aligned with the ELCC standard element.

A) The reflection provides little if any evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: ensuring that district policies and procedures provide guidance in matters related to ethics and law; understanding legal and moral implications of a decision; and making sound district decisions that are both legal and highly ethical. B) The written reflection is: not at all comprehensive and does not apply any relevant theory and literature, or best practice. C) The leadership internship portfolio artifacts are not aligned with the ELCC standard element.

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ELCC Standard Element 5.5: Candidates understand and can promote social justice within a school to ensure that individual student needs inform all aspects of schooling.



A) The reflection provides strong evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: promoting a child centered school culture that ensures every child receives what is needed to achieve success; ensuring all procedures and processes are focused on meeting student needs; and maintaining a strong set of child focused core values. B) The written reflection is: very comprehensive including fully applying relevant theory and literature, and best practice. C) The leadership internship portfolio artifacts are fully aligned with the ELCC standard element.

A) The reflection provides evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: promoting a child centered school culture that ensures every child receives what is needed to achieve success; ensuring all procedures and processes are focused on meeting student needs; and maintaining a strong set of child focused core values. B) The written reflection is: comprehensive including applying relevant theory and literature, and best practice. C) The leadership internship portfolio artifacts are aligned with the ELCC standard element.

A) The reflection provides little evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: promoting a child centered school culture that ensures every child receives what is needed to achieve success; ensuring all procedures and processes are focused on meeting student needs; and maintaining a strong set of child focused core values. B) The written reflection is: minimally comprehensive and lacks applying relevant theory and literature, and best practice. C) The leadership internship portfolio artifacts are not well aligned with the ELCC standard element.

A) The reflection provides little if any evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: promoting a child centered school culture that ensures every child receives what is needed to achieve success; ensuring all procedures and processes are focused on meeting student needs; and maintaining a strong set of child focused core values. B) The written reflection is: not at all comprehensive and does not apply any relevant theory and literature, or best practice. C) The leadership internship portfolio artifacts are not aligned with the ELCC standard element.


ELCC Standard Element 5.5: Candidates understand and can promote social justice within a district to ensure that individual student needs inform all aspects of schooling.



A) The reflection provides strong evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: promoting a child centered district culture that ensures every child receives what is needed to achieve success; ensuring all procedures and processes are focused on meeting student needs; and maintaining a strong set of child focused core values. B) The written reflection is: very comprehensive including fully applying relevant theory and literature, and best practice. C) The leadership internship portfolio artifacts are fully aligned with the ELCC standard element.

A) The reflection provides evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: promoting a child centered district culture that ensures every child receives what is needed to achieve success; ensuring all procedures and processes are focused on meeting student needs; and maintaining a strong set of child focused core values. B) The written reflection is: comprehensive including applying relevant theory and literature, and best practice. C) The leadership internship portfolio artifacts are aligned with the ELCC standard element.

A) The reflection provides little evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: promoting a child centered district culture that ensures every child receives what is needed to achieve success; ensuring all procedures and processes are focused on meeting student needs; and maintaining a strong set of child focused core values. B) The written reflection is: minimally comprehensive and lacks applying relevant theory and literature, and best practice. C) The leadership internship portfolio artifacts are not well aligned with the ELCC standard element.

A) The reflection provides little if any evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: promoting a child centered district culture that ensures every child receives what is needed to achieve success; ensuring all procedures and processes are focused on meeting student needs; and maintaining a strong set of child focused core values. B) The written reflection is: not at all comprehensive and does not apply any relevant theory and literature, or best practice. C) The leadership internship portfolio artifacts are not aligned with the ELCC standard element.

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ELCC Standard Element 6.1: Candidates understand and can advocate for school students, families, and caregivers.



A) The reflection provides strong evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: recognizing the school implications of various laws and regulations; understanding the connection between poverty and student achievement; and being able to advocate for the needs of children and families within the school building. B) The written reflection is: very comprehensive including fully applying relevant theory and literature, and best practice. C) The leadership internship portfolio artifacts are fully aligned with the ELCC standard element.

A) The reflection provides evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: recognizing the school implications of various laws and regulations; understanding the connection between poverty and student achievement; and being able to advocate for the needs of children and families within the school building. B) The written reflection is: comprehensive including applying relevant theory and literature, and best practice. C) The leadership internship portfolio artifacts are aligned with the ELCC standard element.

A) The reflection provides little evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: recognizing the school implications of various laws and regulations; understanding the connection between poverty and student achievement; and being able to advocate for the needs of children and families within the school building. B) The written reflection is: minimally comprehensive and lacks applying relevant theory and literature, and best practice. C) The leadership internship portfolio artifacts are not well aligned with the ELCC standard element.

A) The reflection provides little if any evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: recognizing the school implications of various laws and regulations; understanding the connection between poverty and student achievement; and being able to advocate for the needs of children and families within the school building. B) The written reflection is: not at all comprehensive and does not apply any relevant theory and literature, or best practice. C) The leadership internship portfolio artifacts are not aligned with the ELCC standard element.


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



A) The reflection provides strong evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: recognizing the district implications of various laws and regulations; understanding the connection between poverty and student achievement; and being able to advocate for the needs of children and families within the district. B) The written reflection is: very comprehensive including fully applying relevant theory and literature, and best practice. C) The leadership internship portfolio artifacts are fully aligned with the ELCC standard element.

A) The reflection provides evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: recognizing the district implications of various laws and regulations; understanding the connection between poverty and student achievement; and being able to advocate for the needs of children and families within the district. B) The written reflection is: comprehensive including applying relevant theory and literature, and best practice. C) The leadership internship portfolio artifacts are aligned with the ELCC standard element.

A) The reflection provides little evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: recognizing the district implications of various laws and regulations; understanding the connection between poverty and student achievement; and being able to advocate for the needs of children and families within the district. B) The written reflection is: minimally comprehensive and lacks applying relevant theory and literature, and best practice. C) The leadership internship portfolio artifacts are not well aligned with the ELCC standard element.

A) The reflection provides little if any evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: recognizing the district implications of various laws and regulations; understanding the connection between poverty and student achievement; and being able to advocate for the needs of children and families within the district. B) The written reflection is: not at all comprehensive and does not apply any relevant theory and literature, or best practice. C) The leadership internship portfolio artifacts are not aligned with the ELCC standard element.

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ELCC Standard Element 6.2: Candidates understand and can act to influence local, district, state, and national decisions affecting student learning in a school environment.



A) The reflection provides strong evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: being able to advocate for equitable learning opportunities for the school children through influencing various levels of government legislation; and informing various school constituencies of school policies, laws, etc. B) The written reflection is: very comprehensive including fully applying relevant theory and literature, and best practice. C) The leadership internship portfolio artifacts are fully aligned with the ELCC standard element.

A) The reflection provides evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: being able to advocate for equitable learning opportunities for the school children through influencing various levels of government legislation; and informing various school constituencies of school policies, laws, etc. B) The written reflection is: comprehensive including applying relevant theory and literature, and best practice. C) The leadership internship portfolio artifacts are aligned with the ELCC standard element.

A) The reflection provides little evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: being able to advocate for equitable learning opportunities for the school children through influencing various levels of government legislation; and informing various school constituencies of school policies, laws, etc. B) The written reflection is: minimally comprehensive and lacks applying relevant theory and literature, and best practice. C) The leadership internship portfolio artifacts are not well aligned with the ELCC standard element.

A) The reflection provides little if any evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: being able to advocate for equitable learning opportunities for the school children through influencing various levels of government legislation; and informing various school constituencies of school policies, laws, etc. B) The written reflection is: not at all comprehensive and does not apply any relevant theory and literature, or best practice. C) The leadership internship portfolio artifacts are not aligned with the ELCC standard element.


ELCC Standard Element 6.2: Candidates understand and can act to influence local, district, state, and national decisions affecting student learning in a district environment.



A) The reflection provides strong evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: being able to advocate for equitable learning opportunities for the district children through influencing various levels of government legislation; and informing various district constituencies of district policies, laws, etc. B) The written reflection is: very comprehensive including fully applying relevant theory and literature, and best practice. C) The leadership internship portfolio artifacts are fully aligned with the ELCC standard element.

A) The reflection provides evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: being able to advocate for equitable learning opportunities for the district children through influencing various levels of government legislation; and informing various district constituencies of district policies, laws, etc. B) The written reflection is: comprehensive including applying relevant theory and literature, and best practice. C) The leadership internship portfolio artifacts are aligned with the ELCC standard element.

A) The reflection provides little evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: being able to advocate for equitable learning opportunities for the district children through influencing various levels of government legislation; and informing various district constituencies of district policies, laws, etc. B) The written reflection is: minimally comprehensive and lacks applying relevant theory and literature, and best practice. C) The leadership internship portfolio artifacts are not well aligned with the ELCC standard element.

A) The reflection provides little if any evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: being able to advocate for equitable learning opportunities for the district children through influencing various levels of government legislation; and informing various district constituencies of district policies, laws, etc. B) The written reflection is: not at all comprehensive and does not apply any relevant theory and literature, or best practice. C) The leadership internship portfolio artifacts are not aligned with the ELCC standard element.

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ELCC Standard Element 6.3: Candidates understand and can anticipate and assess emerging trends and initiatives in order to adapt school-based leadership strategies.



A) The reflection provides strong evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: anticipating future external trends or initiatives that may affect the school; promoting adaptive strategies to meet changing demands or needs, and anticipate need for changes in leadership strategies. B) The written reflection is: very comprehensive including fully applying relevant theory and literature, and best practice. C) The leadership internship portfolio artifacts are fully aligned with the ELCC standard element.

A) The reflection provides evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: anticipating future external trends or initiatives that may affect the school; promoting adaptive strategies to meet changing demands or needs, and anticipate need for changes in leadership strategies. B) The written reflection is: comprehensive including applying relevant theory and literature, and best practice. C) The leadership internship portfolio artifacts are aligned with the ELCC standard element.

A) The reflection provides little evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: anticipating future external trends or initiatives that may affect the school; promoting adaptive strategies to meet changing demands or needs, and anticipate need for changes in leadership strategies. B) The written reflection is: minimally comprehensive and lacks applying relevant theory and literature, and best practice. C) The leadership internship portfolio artifacts are not well aligned with the ELCC standard element.

A) The reflection provides little if any evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: anticipating future external trends or initiatives that may affect the school; promoting adaptive strategies to meet changing demands or needs, and anticipate need for changes in leadership strategies. B) The written reflection is: not at all comprehensive and does not apply any relevant theory and literature, or best practice. C) The leadership internship portfolio artifacts are not aligned with the ELCC standard element.


ELCC Standard Element 6.3: Candidates understand and can anticipate and assess emerging trends and initiatives in order to adapt district-based leadership strategies.



A) The reflection provides strong evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: anticipating future external trends or initiatives that may affect the district; promoting adaptive strategies to meet changing demands or needs, and anticipate need for changes in leadership strategies. B) The written reflection is: very comprehensive including fully applying relevant theory and literature, and best practice. C) The leadership internship portfolio artifacts are fully aligned with the ELCC standard element.

A) The reflection provides evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: anticipating future external trends or initiatives that may affect the district; promoting adaptive strategies to meet changing demands or needs, and anticipate need for changes in leadership strategies. B) The written reflection is: comprehensive including applying relevant theory and literature, and best practice. C) The leadership internship portfolio artifacts are aligned with the ELCC standard element.

A) The reflection provides little evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: anticipating future external trends or initiatives that may affect the district; promoting adaptive strategies to meet changing demands or needs, and anticipate need for changes in leadership strategies. B) The written reflection is: minimally comprehensive and lacks applying relevant theory and literature, and best practice. C) The leadership internship portfolio artifacts are not well aligned with the ELCC standard element.

A) The reflection provides little if any evidence that the candidate understands and can reflect on the content knowledge and leadership skills necessary regarding: anticipating future external trends or initiatives that may affect the district; promoting adaptive strategies to meet changing demands or needs, and anticipate need for changes in leadership strategies. B) The written reflection is: not at all comprehensive and does not apply any relevant theory and literature, or best practice. C) The leadership internship portfolio artifacts are not aligned with the ELCC standard element.

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Evaluation Rubric for Internship Portfolio with Reflections – Final Reflection

Summative Reflection – Final Portfolio Reflection Score

Candidates develop and provide a Summary Reflection of the entire internship experience.

Written Reflection Evaluation Criteria for Final Reflection


A) Provides a comprehensive, thorough demonstration of content knowledge and leadership skills across all standards and elements. B) Demonstrates complete consistency and full fidelity to the standards and elements. C) Leadership activities and resulting artifacts selected for the reflection fully align with the ELCC standard and elements. D) The written reflection demonstrates a high degree of skill in applying knowledge and leadership skills to the school leadership environment. E) The written reflection fully demonstrates how the internship experience as a whole: provided a quality experience; how the experience impacted a personal definition of leadership; the process of personal leadership growth; and the role of visioning as a leadership role.

A) Is a generally comprehensive, somewhat thorough demonstration of content knowledge and leadership skills across all standards and elements. B) Demonstrates general consistency with the standards and elements. C) Leadership activities and resulting artifacts selected for the reflections align with the ELCC standards and elements. D) The written reflection demonstrates a reasonably high degree of skill in applying knowledge and leadership skills to the school leadership environment. E) The written reflection generally demonstrates how the internship experience as a whole: provided a quality experience; how the experience impacted a personal definition of leadership; the process of personal leadership growth; and the role of visioning as a leadership role.

A) Is a limited basic demonstration of content knowledge and leadership skills across all standards and elements. B) Demonstrates some consistency with the standards and elements. C) The Leadership activities and resulting artifacts selected for the reflection somewhat align with the ELCC standards and elements. D) The written reflection demonstrates a cursory degree of skill in applying knowledge and leadership skills to the school leadership environment. E) The written reflection somewhat demonstrates how the internship experience as a whole: provided a quality experience; how the experience impacted a personal definition of leadership; the process of personal leadership growth; and the role of visioning as a leadership role.

A) Has little or no demonstration of content knowledge and leadership skills across all standards and elements. B) Demonstrates a lack of consistency to the standards and elements. C) The Leadership Activities and resulting artifacts selected for this reflection have little alignment with this ELCC standards and elements. D) The written reflection demonstrates a limited rudimentary degree of skill in applying knowledge and leadership skills to the school leadership environment. E) The written reflection does not demonstrate how the internship experience as a whole: provided a quality experience; how the experience impacted a personal definition of leadership; the process of personal leadership growth; and the role of visioning as a leadership role.

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Intern:_______________________ Date:________________________

SBL/SDL Program Assessment 4: Internship Evaluation Based on ELCC 2011 (Begin Use Summer 2014)

The College Of Saint Rose Thelma P Lally School of Education

Educational Leadership Internship Evaluation Form SBL/SDL Program Assessment #4

This evaluation form is completed independently by the Cooperating Professional, the College Supervisor and the Intern. The form is introduced at the first on-site meeting and ratings discussed at the last on-site meeting with the Intern, Cooperating Professional and College Supervisor. Evaluators should refer to the performance descriptors for building and district level included with the Educational Leadership Constituent Council (ELCC) Standards found in The College of Saint Rose Educational Leadership Internship Handbook. The internship requires specific leadership activities at both the building and district levels. This evaluation reflects the candidate’s overall performance during their entire internship and the contents of the E-Portfolio including artifacts submitted. Ratings on each ELCC Standard Element are referenced throughout this evaluation form are based upon the candidate’s leadership skills as demonstrated throughout his/her clinical internship experience. Evidence in support of ratings are based upon direct observation, review of supportive documents, and feedback from those familiar with the candidate’s performance during the internship. The Cooperating Professional may elect to enter N/A in any rating box if there was insufficient information or observation for a specific category.

Intern College Supervisor

Cooperating Professional Evaluator (please circle) Cooperating Professional College Supervisor Intern

Internship Site (School Name)

Internship Activities have included the following diverse learners: (Circle all that Apply)

Individuals with Disabilities Ethnic/Racial Group other than his/her own

English Language Learners At-risk Learners

Year

2015 2016 2017 2018 2019

Semester

Fall Spring Summer

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SBL/SDL Program Assessment 4: Final Internship Evaluation Rubrics for Internship - ELCC 1.1


ELCC Standard Element 1.1: Candidates understand and can collaboratively develop, articulate, implement, and steward a shared vision of learning for a school.

Internship Final Evaluation Criteria for Building Level Standard Element


A) Always demonstrated exemplary leadership skills in and content knowledge of this standard element regarding: the importance of working collaboratively; the role of creating a vision; methods for involving others in decision making; the process for developing a school improvement plan; and how vision guides future decisions in a school. B) The candidate experienced a highly authentic, substantial field experience and practice in this standard element. C) Leadership activities selected were highly consistent with the standard and element; and the candidate required minimal support or guidance in fully achieving this element.

A) Consistently demonstrated very good leadership skills in and content knowledge of this standard element regarding: the importance of working collaboratively; the role of creating a vision; methods for involving others in decision making; the process for developing a school improvement plan; and how vision guides future decisions in a school. B) The candidate experienced an authentic field experience and practice in this standard element. C) Leadership activities selected were consistent with the standard and element; and the candidate required some support or guidance in achieving this element.

A) Periodically demonstrated good leadership skills in and content knowledge of this standard element regarding: the importance of working collaboratively; the role of creating a vision; methods for involving others in decision making; the process for developing a school improvement plan; and how vision guides future decisions in a school. B) The candidate experienced a somewhat authentic field experience and practice in this standard element. C) Leadership activities selected were somewhat consistent with the standard and element; and the candidate required support or guidance in mostly achieving this element.

A) Infrequently demonstrated any leadership skills in and content knowledge of this standard element regarding: the importance of working collaboratively; the role of creating a vision; methods for involving others in decision making; the process for developing a school improvement plan; and how vision guides future decisions in a school. B) The candidate lacked experiencing an authentic field experience and practice in this standard element. C) Leadership activities selected were not consistent with the standard and element; and although the candidate received significant support or guidance, they did not achieve this element.


ELCC Standard Element 1.1: Candidates understand and can collaboratively develop, articulate, implement, and steward a shared vision of learning for a district.

Internship Final Evaluation Criteria for District Level Standard Element


A) Always demonstrated exemplary leadership skills in and content knowledge of this standard element regarding: the importance of working collaboratively; the role of creating a vision; methods for involving others in decision making; the process for developing a district improvement plan; and how vision guides future decisions in a district.. B) The candidate experienced a highly authentic, substantial field experience and practice in this standard element. C) Leadership activities selected were highly consistent with the standard and element; and the candidate required minimal support or guidance in fully achieving this element.

A) Consistently demonstrated very good leadership skills in and content knowledge of this standard element regarding: the importance of working collaboratively; the role of creating a vision; methods for involving others in decision making; the process for developing a district improvement plan; and how vision guides future decisions in a district. B) The candidate experienced an authentic field experience and practice in this standard element. C) Leadership activities selected were consistent with the standard and element; and the candidate required some support or guidance in achieving this element.

A) Periodically demonstrated good leadership skills in and content knowledge of this standard element regarding: the importance of working collaboratively; the role of creating a vision; methods for involving others in decision making; the process for developing a district improvement plan; and how vision guides future decisions in a district. . B) The candidate experienced a somewhat authentic field experience and practice in this standard element. C) Leadership activities selected were somewhat consistent with the standard and element; and the candidate required support or guidance in mostly achieving this element.

A) Infrequently demonstrated any leadership skills in and content knowledge of this standard element regarding: the importance of working collaboratively; the role of creating a vision; methods for involving others in decision making; the process for developing a district improvement plan; and how vision guides future decisions in a district. B) The candidate lacked experiencing an authentic field experience and practice in this standard element. C) Leadership activities selected were not consistent with the standard and element; and although the candidate received significant support or guidance, they did not achieve this element.

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ELCC Standard Element 1.2: Candidates understand and can collect and use data to identify school goals, assess organizational effectiveness, and implement plans to achieve school goals.



A) Always demonstrated exemplary leadership skills in and content knowledge of this standard element regarding: being able to select appropriate data to analyze student and building performance; develop school improvement processes and strategies based upon assessment data; and develop goals based upon student and building needs. B) The candidate experienced a highly authentic, substantial field experience and practice in this standard element. C) Leadership activities selected were highly consistent with the standard and element; and the candidate required minimal support or guidance in fully achieving this element.

A) Consistently demonstrated very good leadership skills in and content knowledge of this standard element regarding: being able to select appropriate data to analyze student and building performance; develop school improvement processes and strategies based upon assessment data; and develop goals based upon student and building needs. B) The candidate experienced an authentic field experience and practice in this standard element. C) Leadership activities selected were consistent with the standard and element; and the candidate required some support or guidance in achieving this element.

A) Periodically demonstrated good leadership skills in and content knowledge of this standard element regarding: being able to select appropriate data to analyze student and building performance; develop school improvement processes and strategies based upon assessment data; and develop goals based upon student and building needs. B) The candidate experienced a somewhat authentic field experience and practice in this standard element. C) Leadership activities selected were somewhat consistent with the standard and element; and the candidate required support or guidance in mostly achieving this element.

A) Infrequently demonstrated any leadership skills in and content knowledge of this standard element regarding: being able to select appropriate data to analyze student and building performance; develop school improvement processes and strategies based upon assessment data; and develop goals based upon student and building needs. B) The candidate lacked experiencing an authentic field experience and practice in this standard element. C) Leadership activities selected were not consistent with the standard and element; and although the candidate received significant support or guidance, they did not achieve this element.


ELCC Standard Element 1.2: Candidates understand and can collect and use data to identify district goals, assess organizational effectiveness, and implement plans to achieve district goals.



A) Always demonstrated exemplary leadership skills in and content knowledge of this standard element regarding: being able to select appropriate data to analyze student and district performance; develop district improvement processes and strategies based upon assessment data; and develop goals based upon student and district needs. B) The candidate experienced a highly authentic, substantial field experience and practice in this standard element. C) Leadership activities selected were highly consistent with the standard and element; and the candidate required minimal support or guidance in fully achieving this element.

A) Consistently demonstrated very good leadership skills in and content knowledge of this standard element regarding: being able to select appropriate data to analyze student and district performance; develop district improvement processes and strategies based upon assessment data; and develop goals based upon student and district needs. B) The candidate experienced an authentic field experience and practice in this standard element. C) Leadership activities selected were consistent with the standard and element; and the candidate required some support or guidance in achieving this element.

A) Periodically demonstrated good leadership skills in and content knowledge of this standard element regarding: being able to select appropriate data to analyze student and district performance; develop district improvement processes and strategies based upon assessment data; and develop goals based upon student and district needs. B) The candidate experienced a somewhat authentic field experience and practice in this standard element. C) Leadership activities selected were somewhat consistent with the standard and element; and the candidate required support or guidance in mostly achieving this element.

A) Infrequently demonstrated any leadership skills in and content knowledge of this standard element regarding: being able to select appropriate data to analyze student and district performance; develop district improvement processes and strategies based upon assessment data; and develop goals based upon student and district needs. B) The candidate lacked experiencing an authentic field experience and practice in this standard element. C) Leadership activities selected were not consistent with the standard and element; and although the candidate received significant support or guidance, they did not achieve this element.

77



ELCC Standard Element 1.3: Candidates understand and can promote continual and sustainable school improvement.



A) Always demonstrated exemplary leadership skills in and content knowledge of this standard element regarding: change theories; the role of professional learning communities in creating and supporting school improvement; and how to design and deliver effective professional development that enhances professional practice and learning. B) The candidate experienced a highly authentic, substantial field experience and practice in this standard element. C) Leadership activities selected were highly consistent with the standard and element; and the candidate required minimal support or guidance in fully achieving this element.

A) Consistently demonstrated very good leadership skills in and content knowledge of this standard element regarding: change theories; the role of professional learning communities in creating and supporting school improvement; and how to design and deliver effective professional development that enhances professional practice and learning. B) The candidate experienced an authentic field experience and practice in this standard element. C) Leadership activities selected were consistent with the standard and element; and the candidate required some support or guidance in achieving this element.

A) Periodically demonstrated good leadership skills in and content knowledge of this standard element regarding: change theories; the role of professional learning communities in creating and supporting school improvement; and how to design and deliver effective professional development that enhances professional practice and learning. B) The candidate experienced a somewhat authentic field experience and practice in this standard element. C) Leadership activities selected were somewhat consistent with the standard and element; and the candidate required support or guidance in mostly achieving this element.

A) Infrequently demonstrated any leadership skills in and content knowledge of this standard element regarding: change theories; the role of professional learning communities in creating and supporting school improvement; and how to design and deliver effective professional development that enhances professional practice and learning. B) The candidate lacked experiencing an authentic field experience and practice in this standard element. C) Leadership activities selected were not consistent with the standard and element; and although the candidate received significant support or guidance, they did not achieve this element.


ELCC Standard Element 1.3: Candidates understand and can promote continual and sustainable district improvement.



A) Always demonstrated exemplary leadership skills in and content knowledge of this standard element regarding: change theories; the role of professional learning communities in creating and supporting district improvement; and how to design and deliver effective professional development that enhances professional practice and learning. B) The candidate experienced a highly authentic, substantial field experience and practice in this standard element. C) Leadership activities selected were highly consistent with the standard and element; and the candidate required minimal support or guidance in fully achieving this element.

A) Consistently demonstrated very good leadership skills in and content knowledge of this standard element regarding: change theories; the role of professional learning communities in creating and supporting district improvement; and how to design and deliver effective professional development that enhances professional practice and learning. B) The candidate experienced an authentic field experience and practice in this standard element. C) Leadership activities selected were consistent with the standard and element; and the candidate required some support or guidance in achieving this element.

A) Periodically demonstrated good leadership skills in and content knowledge of this standard element regarding: change theories; the role of professional learning communities in creating and supporting district improvement; and how to design and deliver effective professional development that enhances professional practice and learning. B) The candidate experienced a somewhat authentic field experience and practice in this standard element. C) Leadership activities selected were somewhat consistent with the standard and element; and the candidate required support or guidance in mostly achieving this element.

A) Infrequently demonstrated any leadership skills in and content knowledge of this standard element regarding: change theories; the role of professional learning communities in creating and supporting district improvement; and how to design and deliver effective professional development that enhances professional practice and learning. B) The candidate lacked experiencing an authentic field experience and practice in this standard element. C) Leadership activities selected were not consistent with the standard and element; and although the candidate received significant support or guidance, they did not achieve this element.

78



ELCC Standard Element 1.4: Candidates understand and can evaluate school progress and revise school plans supported by school stakeholders.



A) Always demonstrated exemplary leadership skills in and content knowledge of this standard element regarding: being able to identify tools and strategies that promote monitoring of school progress; create instrumentation and processes to evaluate school progress; and how to communicate goal progress to constituencies. B) The candidate experienced a highly authentic, substantial field experience and practice in this standard element. C) Leadership activities selected were highly consistent with the standard and element; and the candidate required minimal support or guidance in fully achieving this element.

A) Consistently demonstrated very good leadership skills in and content knowledge of this standard element regarding: being able to identify tools and strategies that promote monitoring of school progress; create instrumentation and processes to evaluate school progress; and how to communicate goal progress to constituencies. B) The candidate experienced an authentic field experience and practice in this standard element. C) Leadership activities selected were consistent with the standard and element; and the candidate required some support or guidance in achieving this element.

A) Periodically demonstrated good leadership skills in and content knowledge of this standard element regarding: being able to identify tools and strategies that promote monitoring of school progress; create instrumentation and processes to evaluate school progress; and how to communicate goal progress to constituencies. B) The candidate experienced a somewhat authentic field experience and practice in this standard element. C) Leadership activities selected were somewhat consistent with the standard and element; and the candidate required support or guidance in mostly achieving this element.

A) Infrequently demonstrated any leadership skills in and content knowledge of this standard element regarding: being able to identify tools and strategies that promote monitoring of school progress; create instrumentation and processes to evaluate school progress; and how to communicate goal progress to constituencies. B) The candidate lacked experiencing an authentic field experience and practice in this standard element. C) Leadership activities selected were not consistent with the standard and element; and although the candidate received significant support or guidance, they did not achieve this element.


ELCC Standard Element 1.4: Candidates understand and can evaluate district progress and revise district plans supported by district stakeholders.



A) Always demonstrated exemplary leadership skills in and content knowledge of this standard element regarding: being able to identify tools and strategies that promote monitoring of district progress; create instrumentation and processes to evaluate district progress; and how to communicate goal progress to constituencies. B) The candidate experienced a highly authentic, substantial field experience and practice in this standard element. C) Leadership activities selected were highly consistent with the standard and element; and the candidate required minimal support or guidance in fully achieving this element.

A) Consistently demonstrated very good leadership skills in and content knowledge of this standard element regarding: being able to identify tools and strategies that promote monitoring of district progress; create instrumentation and processes to evaluate district progress; and how to communicate goal progress to constituencies. B) The candidate experienced an authentic field experience and practice in this standard element. C) Leadership activities selected were consistent with the standard and element; and the candidate required some support or guidance in achieving this element.

A) Periodically demonstrated good leadership skills in and content knowledge of this standard element regarding: being able to identify tools and strategies that promote monitoring of district progress; create instrumentation and processes to evaluate district progress; and how to communicate goal progress to constituencies. B) The candidate experienced a somewhat authentic field experience and practice in this standard element. C) Leadership activities selected were somewhat consistent with the standard and element; and the candidate required support or guidance in mostly achieving this element.

A) Infrequently demonstrated any leadership skills in and content knowledge of this standard element regarding: being able to identify tools and strategies that promote monitoring of district progress; create instrumentation and processes to evaluate district progress; and how to communicate goal progress to constituencies. B) The candidate lacked experiencing an authentic field experience and practice in this standard element. C) Leadership activities selected were not consistent with the standard and element; and although the candidate received significant support or guidance, they did not achieve this element.

79



ELCC Standard Element 2.1: Candidates understand and can sustain a school culture and instructional program conducive to student learning through collaboration, trust, and a personalized learning environment with high expectations for students.



A) Always demonstrated exemplary leadership skills in and content knowledge of this standard element regarding: building a positive school learning environment through role modeling, high expectations for and fair treatment of everyone; and an understanding of human development and adult learning theories. B) The candidate experienced a highly authentic, substantial field experience and practice in this standard element. C) Leadership activities selected were highly consistent with the standard and element; and the candidate required minimal support or guidance in fully achieving this element.

A) Consistently demonstrated very good leadership skills in and content knowledge of this standard element regarding: building a positive school learning environment through role modeling, high expectations for and fair treatment of everyone; and an understanding of human development and adult learning theories. B) The candidate experienced an authentic field experience and practice in this standard element. C) Leadership activities selected were consistent with the standard and element; and the candidate required some support or guidance in achieving this element.

A) Periodically demonstrated good leadership skills in and content knowledge of this standard element regarding: building a positive school learning environment through role modeling, high expectations for and fair treatment of everyone; and an understanding of human development and adult learning theories. B) The candidate experienced a somewhat authentic field experience and practice in this standard element. C) Leadership activities selected were somewhat consistent with the standard and element; and the candidate required support or guidance in mostly achieving this element.

A) Infrequently demonstrated any leadership skills in and content knowledge of this standard element regarding: building a positive school learning environment through role modeling, high expectations for and fair treatment of everyone; and an understanding of human development and adult learning theories. B) The candidate lacked experiencing an authentic field experience and practice in this standard element. C) Leadership activities selected were not consistent with the standard and element; and although the candidate received significant support or guidance, they did not achieve this element.


ELCC Standard Element 2.1: Candidates understand and can sustain a district culture and instructional program conducive to student learning through collaboration, trust, and a personalized learning environment with high expectations for students.



A) Always demonstrated exemplary leadership skills in and content knowledge of this standard element regarding: building a positive district learning environment through role modeling, high expectations for and fair treatment of everyone; and an understanding of human development and adult learning theories. B) The candidate experienced a highly authentic, substantial field experience and practice in this standard element. C) Leadership activities selected were highly consistent with the standard and element; and the candidate required minimal support or guidance in fully achieving this element.

A) Consistently demonstrated very good leadership skills in and content knowledge of this standard element regarding: building a positive district learning environment through role modeling, high expectations for and fair treatment of everyone; and an understanding of human development and adult learning theories. B) The candidate experienced an authentic field experience and practice in this standard element. C) Leadership activities selected were consistent with the standard and element; and the candidate required some support or guidance in achieving this element.

A) Periodically demonstrated good leadership skills in and content knowledge of this standard element regarding: building a positive district learning environment through role modeling, high expectations for and fair treatment of everyone; and an understanding of human development and adult learning theories. B) The candidate experienced a somewhat authentic field experience and practice in this standard element. C) Leadership activities selected were somewhat consistent with the standard and element; and the candidate required support or guidance in mostly achieving this element.

A) Infrequently demonstrated any leadership skills in and content knowledge of this standard element regarding: building a positive district learning environment through role modeling, high expectations for and fair treatment of everyone; and an understanding of human development and adult learning theories. B) The candidate lacked experiencing an authentic field experience and practice in this standard element. C) Leadership activities selected were not consistent with the standard and element; and although the candidate received significant support or guidance, they did not achieve this element.

80



ELCC Standard Element 2.2: Candidates understand and can create and evaluate a comprehensive, rigorous, and coherent curricular and instructional school program.



A) Always demonstrated exemplary leadership skills in and content knowledge of this standard element regarding: understanding and selecting multiple teacher assessment models; utilizing various instructional observation techniques; and developing an articulated school curriculum based upon student needs and results. B) The candidate experienced a highly authentic, substantial field experience and practice in this standard element. C) Leadership activities selected were highly consistent with the standard and element; and the candidate required minimal support or guidance in fully achieving this element.

A) Consistently demonstrated very good leadership skills in and content knowledge of this standard element regarding: understanding and selecting multiple teacher assessment models; utilizing various instructional observation techniques; and developing an articulated school curriculum based upon student needs and results. B) The candidate experienced an authentic field experience and practice in this standard element. C) Leadership activities selected were consistent with the standard and element; and the candidate required some support or guidance in achieving this element.

A) Periodically demonstrated good leadership skills in and content knowledge of this standard element regarding: understanding and selecting multiple teacher assessment models; utilizing various instructional observation techniques; and developing an articulated school curriculum based upon student needs and results. B) The candidate experienced a somewhat authentic field experience and practice in this standard element. C) Leadership activities selected were somewhat consistent with the standard and element; and the candidate required support or guidance in mostly achieving this element.

A) Infrequently demonstrated any leadership skills in and content knowledge of this standard element regarding: understanding and selecting multiple teacher assessment models; utilizing various instructional observation techniques; and developing an articulated school curriculum based upon student needs and results. B) The candidate lacked experiencing an authentic field experience and practice in this standard element. C) Leadership activities selected were not consistent with the standard and element; and although the candidate received significant support or guidance, they did not achieve this element.


ELCC Standard Element 2.2: Candidates understand and can create and evaluate a comprehensive, rigorous, and coherent curricular and instructional district program.



A) Always demonstrated exemplary leadership skills in and content knowledge of this standard element regarding: understanding and selecting multiple teacher assessment models; utilizing various instructional observation techniques; and developing an articulated district curriculum based upon student needs and results. B) The candidate experienced a highly authentic, substantial field experience and practice in this standard element. C) Leadership activities selected were highly consistent with the standard and element; and the candidate required minimal support or guidance in fully achieving this element.

A) Consistently demonstrated very good leadership skills in and content knowledge of this standard element regarding: understanding and selecting multiple teacher assessment models; utilizing various instructional observation techniques; and developing an articulated district curriculum based upon student needs and results. B) The candidate experienced an authentic field experience and practice in this standard element. C) Leadership activities selected were consistent with the standard and element; and the candidate required some support or guidance in achieving this element.

A) Periodically demonstrated good leadership skills in and content knowledge of this standard element regarding: understanding and selecting multiple teacher assessment models; utilizing various instructional observation techniques; and developing an articulated district curriculum based upon student needs and results. B) The candidate experienced a somewhat authentic field experience and practice in this standard element. C) Leadership activities selected were somewhat consistent with the standard and element; and the candidate required support or guidance in mostly achieving this element.

A) Infrequently demonstrated any leadership skills in and content knowledge of this standard element regarding: understanding and selecting multiple teacher assessment models; utilizing various instructional observation techniques; and developing an articulated district curriculum based upon student needs and results. B) The candidate lacked experiencing an authentic field experience and practice in this standard element. C) Leadership activities selected were not consistent with the standard and element; and although the candidate received significant support or guidance, they did not achieve this element.

81



ELCC Standard Element 2.3: Candidates understand and can develop and supervise the instructional and leadership capacity of school staff.



A) Always demonstrated exemplary leadership skills in and content knowledge of this standard element regarding: implementing appropriate tools and strategies to observe and improve instruction; be able to design or select school instructional materials; and align professional development based on teacher needs and student data in the school. B) The candidate experienced a highly authentic, substantial field experience and practice in this standard element. C) Leadership activities selected were highly consistent with the standard and element; and the candidate required minimal support or guidance in fully achieving this element.

A) Consistently demonstrated very good leadership skills in and content knowledge of this standard element regarding: implementing appropriate tools and strategies to observe and improve instruction; be able to design or select school instructional materials; and align professional development based on teacher needs and student data in the school. B) The candidate experienced an authentic field experience and practice in this standard element. C) Leadership activities selected were consistent with the standard and element; and the candidate required some support or guidance in achieving this element.

A) Periodically demonstrated good leadership skills in and content knowledge of this standard element regarding: implementing appropriate tools and strategies to observe and improve instruction; be able to design or select school instructional materials; and align professional development based on teacher needs and student data in the school. B) The candidate experienced a somewhat authentic field experience and practice in this standard element. C) Leadership activities selected were somewhat consistent with the standard and element; and the candidate required support or guidance in mostly achieving this element.

A) Infrequently demonstrated any leadership skills in and content knowledge of this standard element regarding: implementing appropriate tools and strategies to observe and improve instruction; be able to design or select school instructional materials; and align professional development based on teacher needs and student data in the school. B) The candidate lacked experiencing an authentic field experience and practice in this standard element. C) Leadership activities selected were not consistent with the standard and element; and although the candidate received significant support or guidance, they did not achieve this element.


ELCC Standard Element 2.3: Candidates understand and can develop and supervise the instructional and leadership capacity of district staff.



A) Always demonstrated exemplary leadership skills in and content knowledge of this standard element regarding: implementing appropriate tools and strategies to observe and improve instruction; be able to design or select district instructional materials; and align professional development based on teacher needs and student data in the district. B) The candidate experienced a highly authentic, substantial field experience and practice in this standard element. C) Leadership activities selected were highly consistent with the standard and element; and the candidate required minimal support or guidance in fully achieving this element.

A) Consistently demonstrated very good leadership skills in and content knowledge of this standard element regarding: implementing appropriate tools and strategies to observe and improve instruction; be able to design or select district instructional materials; and align professional development based on teacher needs and student data in the district. B) The candidate experienced an authentic field experience and practice in this standard element. C) Leadership activities selected were consistent with the standard and element; and the candidate required some support or guidance in achieving this element.

A) Periodically demonstrated good leadership skills in and content knowledge of this standard element regarding: implementing appropriate tools and strategies to observe and improve instruction; be able to design or select district instructional materials; and align professional development based on teacher needs and student data in the district. B) The candidate experienced a somewhat authentic field experience and practice in this standard element. C) Leadership activities selected were somewhat consistent with the standard and element; and the candidate required support or guidance in mostly achieving this element.

A) Infrequently demonstrated any leadership skills in and content knowledge of this standard element regarding: implementing appropriate tools and strategies to observe and improve instruction; be able to design or select district instructional materials; and align professional development based on teacher needs and student data in the district. B) The candidate lacked experiencing an authentic field experience and practice in this standard element. C) Leadership activities selected were not consistent with the standard and element; and although the candidate received significant support or guidance, they did not achieve this element.

82



ELCC Standard Element 2.4: Candidates understand and can promote the most effective and appropriate technologies to support teaching and learning in a school environment.



A) Always demonstrated exemplary leadership skills in and content knowledge of this standard element regarding: the effective use of appropriate technology to enhance school instruction; the challenges and need for appropriate and reliable infrastructure; and the use of technology to analyze data results and target areas for improvement in the building. B) The candidate experienced a highly authentic, substantial field experience and practice in this standard element. C) Leadership activities selected were highly consistent with the standard and element; and the candidate required minimal support or guidance in fully achieving this element.

A) Consistently demonstrated very good leadership skills in and content knowledge of this standard element regarding: the effective use of appropriate technology to enhance school instruction; the challenges and need for appropriate and reliable infrastructure; and the use of technology to analyze data results and target areas for improvement in the building. B) The candidate experienced an authentic field experience and practice in this standard element. C) Leadership activities selected were consistent with the standard and element; and the candidate required some support or guidance in achieving this element.

A) Periodically demonstrated good leadership skills in and content knowledge of this standard element regarding: the effective use of appropriate technology to enhance school instruction; the challenges and need for appropriate and reliable infrastructure; and the use of technology to analyze data results and target areas for improvement in the building. B) The candidate experienced a somewhat authentic field experience and practice in this standard element. C) Leadership activities selected were somewhat consistent with the standard and element; and the candidate required support or guidance in mostly achieving this element.

A) Infrequently demonstrated any leadership skills in and content knowledge of this standard element regarding: the effective use of appropriate technology to enhance school instruction; the challenges and need for appropriate and reliable infrastructure; and the use of technology to analyze data results and target areas for improvement in the building. B) The candidate lacked experiencing an authentic field experience and practice in this standard element. C) Leadership activities selected were not consistent with the standard and element; and although the candidate received significant support or guidance, they did not achieve this element.


ELCC Standard Element 2.4: Candidates understand and can promote the most effective and appropriate technologies to support teaching and learning in a district environment.



A) Always demonstrated exemplary leadership skills in and content knowledge of this standard element regarding: the effective use of appropriate technology to enhance district instruction; the challenges and need for appropriate and reliable infrastructure; and the use of technology to analyze data results and target areas for improvement in the district. B) The candidate experienced a highly authentic, substantial field experience and practice in this standard element. C) Leadership activities selected were highly consistent with the standard and element; and the candidate required minimal support or guidance in fully achieving this element.

A) Consistently demonstrated very good leadership skills in and content knowledge of this standard element regarding: the effective use of appropriate technology to enhance district instruction; the challenges and need for appropriate and reliable infrastructure; and the use of technology to analyze data results and target areas for improvement in the district. B) The candidate experienced an authentic field experience and practice in this standard element. C) Leadership activities selected were consistent with the standard and element; and the candidate required some support or guidance in achieving this element.

A) Periodically demonstrated good leadership skills in and content knowledge of this standard element regarding: the effective use of appropriate technology to enhance district instruction; the challenges and need for appropriate and reliable infrastructure; and the use of technology to analyze data results and target areas for improvement in the district. B) The candidate experienced a somewhat authentic field experience and practice in this standard element. C) Leadership activities selected were somewhat consistent with the standard and element; and the candidate required support or guidance in mostly achieving this element.

A) Infrequently demonstrated any leadership skills in and content knowledge of this standard element regarding: the effective use of appropriate technology to enhance district instruction; the challenges and need for appropriate and reliable infrastructure; and the use of technology to analyze data results and target areas for improvement in the district. B) The candidate lacked experiencing an authentic field experience and practice in this standard element. C) Leadership activities selected were not consistent with the standard and element; and although the candidate received significant support or guidance, they did not achieve this element.

83



ELCC Standard Element 3.1: Candidates understand and can monitor and evaluate school management and operational systems.



A) Always demonstrated exemplary leadership skills in and content knowledge of this standard element regarding: assessing the work and operating processes of the school to identify challenges and opportunities for improvement and efficiency; and develop long range goals and plans to address and improve overall operation of the school. B) The candidate experienced a highly authentic, substantial field experience and practice in this standard element. C) Leadership activities selected were highly consistent with the standard and element; and the candidate required minimal support or guidance in fully achieving this element.

A) Consistently demonstrated very good leadership skills in and content knowledge of this standard element regarding: assessing the work and operating processes of the school to identify challenges and opportunities for improvement and efficiency; and develop long range goals and plans to address and improve overall operation of the school. B) The candidate experienced an authentic field experience and practice in this standard element. C) Leadership activities selected were consistent with the standard and element; and the candidate required some support or guidance in achieving this element.

A) Periodically demonstrated good leadership skills in and content knowledge of this standard element regarding: assessing the work and operating processes of the school to identify challenges and opportunities for improvement and efficiency; and develop long range goals and plans to address and improve overall operation of the school. B) The candidate experienced a somewhat authentic field experience and practice in this standard element. C) Leadership activities selected were somewhat consistent with the standard and element; and the candidate required support or guidance in mostly achieving this element.

A) Infrequently demonstrated any leadership skills in and content knowledge of this standard element regarding: assessing the work and operating processes of the school to identify challenges and opportunities for improvement and efficiency; and develop long range goals and plans to address and improve overall operation of the school. B) The candidate lacked experiencing an authentic field experience and practice in this standard element. C) Leadership activities selected were not consistent with the standard and element; and although the candidate received significant support or guidance, they did not achieve this element.


ELCC Standard Element 3.1: Candidates understand and can monitor and evaluate district management and operational systems.



A) Always demonstrated exemplary leadership skills in and content knowledge of this standard element regarding: assessing the work and operating processes of the district to identify challenges and opportunities for improvement and efficiency; and develop long range goals and plans to address and improve overall operation of the district. B) The candidate experienced a highly authentic, substantial field experience and practice in this standard element. C) Leadership activities selected were highly consistent with the standard and element; and the candidate required minimal support or guidance in fully achieving this element.

A) Consistently demonstrated very good leadership skills in and content knowledge of this standard element regarding: assessing the work and operating processes of the district to identify challenges and opportunities for improvement and efficiency; and develop long range goals and plans to address and improve overall operation of the district. B) The candidate experienced an authentic field experience and practice in this standard element. C) Leadership activities selected were consistent with the standard and element; and the candidate required some support or guidance in achieving this element.

A) Periodically demonstrated good leadership skills in and content knowledge of this standard element regarding: assessing the work and operating processes of the district to identify challenges and opportunities for improvement and efficiency; and develop long range goals and plans to address and improve overall operation of the district. B) The candidate experienced a somewhat authentic field experience and practice in this standard element. C) Leadership activities selected were somewhat consistent with the standard and element; and the candidate required support or guidance in mostly achieving this element.

A) Infrequently demonstrated any leadership skills in and content knowledge of this standard element regarding: assessing the work and operating processes of the district to identify challenges and opportunities for improvement and efficiency; and develop long range goals and plans to address and improve overall operation of the district. B) The candidate lacked experiencing an authentic field experience and practice in this standard element. C) Leadership activities selected were not consistent with the standard and element; and although the candidate received significant support or guidance, they did not achieve this element.

84



ELCC Standard Element 3.2: Candidates understand and can efficiently use human, fiscal, and technological resources to manage school operations.



A) Always demonstrated exemplary leadership skills in and content knowledge of this standard element regarding: understanding how to align fiscal, human and facility resources to efficiently support learning in a school; developing budgetary plans including long range fiscal projections; and utilizing technology tools to project needs in the school building. B) The candidate experienced a highly authentic, substantial field experience and practice in this standard element. C) Leadership activities selected were highly consistent with the standard and element; and the candidate required minimal support or guidance in fully achieving this element.

A) Consistently demonstrated very good leadership skills in and content knowledge of this standard element regarding: understanding how to align fiscal, human and facility resources to efficiently support learning in a school; developing budgetary plans including long range fiscal projections; and utilizing technology tools to project needs in the school building. B) The candidate experienced an authentic field experience and practice in this standard element. C) Leadership activities selected were consistent with the standard and element; and the candidate required some support or guidance in achieving this element.

A) Periodically demonstrated good leadership skills in and content knowledge of this standard element regarding: understanding how to align fiscal, human and facility resources to efficiently support learning in a school; developing budgetary plans including long range fiscal projections; and utilizing technology tools to project needs in the school building. B) The candidate experienced a somewhat authentic field experience and practice in this standard element. C) Leadership activities selected were somewhat consistent with the standard and element; and the candidate required support or guidance in mostly achieving this element.

A) Infrequently demonstrated any leadership skills in and content knowledge of this standard element regarding: understanding how to align fiscal, human and facility resources to efficiently support learning in a school; developing budgetary plans including long range fiscal projections; and utilizing technology tools to project needs in the school building. B) The candidate lacked experiencing an authentic field experience and practice in this standard element. C) Leadership activities selected were not consistent with the standard and element; and although the candidate received significant support or guidance, they did not achieve this element.


ELCC Standard Element 3.2: Candidates understand and can efficiently use human, fiscal, and technological resources to manage district operations.



A) Always demonstrated exemplary leadership skills in and content knowledge of this standard element regarding: understanding how to align fiscal, human and facility resources to efficiently support learning in a district; developing budgetary plans including long range fiscal projections; and utilizing technology tools to project needs in the school district. B) The candidate experienced a highly authentic, substantial field experience and practice in this standard element. C) Leadership activities selected were highly consistent with the standard and element; and the candidate required minimal support or guidance in fully achieving this element.

A) Consistently demonstrated very good leadership skills in and content knowledge of this standard element regarding: understanding how to align fiscal, human and facility resources to efficiently support learning in a district; developing budgetary plans including long range fiscal projections; and utilizing technology tools to project needs in the school district. B) The candidate experienced an authentic field experience and practice in this standard element. C) Leadership activities selected were consistent with the standard and element; and the candidate required some support or guidance in achieving this element.

A) Periodically demonstrated good leadership skills in and content knowledge of this standard element regarding: understanding how to align fiscal, human and facility resources to efficiently support learning in a district; developing budgetary plans including long range fiscal projections; and utilizing technology tools to project needs in the school district. B) The candidate experienced a somewhat authentic field experience and practice in this standard element. C) Leadership activities selected were somewhat consistent with the standard and element; and the candidate required support or guidance in mostly achieving this element.

A) Infrequently demonstrated any leadership skills in and content knowledge of this standard element regarding: understanding how to align fiscal, human and facility resources to efficiently support learning in a district; developing budgetary plans including long range fiscal projections; and utilizing technology tools to project needs in the school district. B) The candidate lacked experiencing an authentic field experience and practice in this standard element. C) Leadership activities selected were not consistent with the standard and element; and although the candidate received significant support or guidance, they did not achieve this element.

85



ELCC Standard Element 3.3: Candidates understand and can promote school-based policies and procedures that protect the welfare and safety of students and staff within the school.



A) Always demonstrated exemplary leadership skills in and content knowledge of this standard element regarding: establishing and maintaining a safe, orderly learning environment through establishing school crisis procedures and expectations for behavior; by enforcing student discipline in the school; and monitoring and evaluating school processes. B) The candidate experienced a highly authentic, substantial field experience and practice in this standard element. C) Leadership activities selected were highly consistent with the standard and element; and the candidate required minimal support or guidance in fully achieving this element.

A) Consistently demonstrated very good leadership skills in and content knowledge of this standard element regarding: establishing and maintaining a safe, orderly learning environment through establishing school crisis procedures and expectations for behavior; by enforcing student discipline in the school; and monitoring and evaluating school processes. B) The candidate experienced an authentic field experience and practice in this standard element. C) Leadership activities selected were consistent with the standard and element; and the candidate required some support or guidance in achieving this element.

A) Periodically demonstrated good leadership skills in and content knowledge of this standard element regarding: establishing and maintaining a safe, orderly learning environment through establishing school crisis procedures and expectations for behavior; by enforcing student discipline in the school; and monitoring and evaluating school processes. B) The candidate experienced a somewhat authentic field experience and practice in this standard element. C) Leadership activities selected were somewhat consistent with the standard and element; and the candidate required support or guidance in mostly achieving this element.

A) Infrequently demonstrated any leadership skills in and content knowledge of this standard element regarding: establishing and maintaining a safe, orderly learning environment through establishing school crisis procedures and expectations for behavior; by enforcing student discipline in the school; and monitoring and evaluating school processes. B) The candidate lacked experiencing an authentic field experience and practice in this standard element. C) Leadership activities selected were not consistent with the standard and element; and although the candidate received significant support or guidance, they did not achieve this element.


ELCC Standard Element 3.3: Candidates understand and can promote district-based policies and procedures that protect the welfare and safety of students and staff in the district.



A) Always demonstrated exemplary leadership skills in and content knowledge of this standard element regarding: establishing and maintaining a safe, orderly learning environment through establishing district crisis procedures and expectations for behavior; by enforcing student discipline in the school; and monitoring and evaluating district processes. B) The candidate experienced a highly authentic, substantial field experience and practice in this standard element. C) Leadership activities selected were highly consistent with the standard and element; and the candidate required minimal support or guidance in fully achieving this element.

A) Consistently demonstrated very good leadership skills in and content knowledge of this standard element regarding: establishing and maintaining a safe, orderly learning environment through establishing district crisis procedures and expectations for behavior; by enforcing student discipline in the school; and monitoring and evaluating district processes. B) The candidate experienced an authentic field experience and practice in this standard element. C) Leadership activities selected were consistent with the standard and element; and the candidate required some support or guidance in achieving this element.

A) Periodically demonstrated good leadership skills in and content knowledge of this standard element regarding: establishing and maintaining a safe, orderly learning environment through establishing district crisis procedures and expectations for behavior; by enforcing student discipline in the school; and monitoring and evaluating district processes. B) The candidate experienced a somewhat authentic field experience and practice in this standard element. C) Leadership activities selected were somewhat consistent with the standard and element; and the candidate required support or guidance in mostly achieving this element.

A) Infrequently demonstrated any leadership skills in and content knowledge of this standard element regarding: establishing and maintaining a safe, orderly learning environment through establishing district crisis procedures and expectations for behavior; by enforcing student discipline in the school; and monitoring and evaluating district processes. B) The candidate lacked experiencing an authentic field experience and practice in this standard element. C) Leadership activities selected were not consistent with the standard and element; and although the candidate received significant support or guidance, they did not achieve this element.

86



ELCC Standard Element 3.4: Candidates understand and can develop school capacity for distributed leadership.



A) Always demonstrated exemplary leadership skills in and content knowledge of this standard element regarding: understanding the value of distributed or shared school leadership; being able to identify and encourage staff to assume roles in decisions; and implement shared decision making processes for the school. B) The candidate experienced a highly authentic, substantial field experience and practice in this standard element. C) Leadership activities selected were highly consistent with the standard and element; and the candidate required minimal support or guidance in fully achieving this element.

A) Consistently demonstrated very good leadership skills in and content knowledge of this standard element regarding: understanding the value of distributed or shared school leadership; being able to identify and encourage staff to assume roles in decisions; and implement shared decision making processes for the school. B) The candidate experienced an authentic field experience and practice in this standard element. C) Leadership activities selected were consistent with the standard and element; and the candidate required some support or guidance in achieving this element.

A) Periodically demonstrated good leadership skills in and content knowledge of this standard element regarding: understanding the value of distributed or shared school leadership; being able to identify and encourage staff to assume roles in decisions; and implement shared decision making processes for the school. B) The candidate experienced a somewhat authentic field experience and practice in this standard element. C) Leadership activities selected were somewhat consistent with the standard and element; and the candidate required support or guidance in mostly achieving this element.

A) Infrequently demonstrated any leadership skills in and content knowledge of this standard element regarding: understanding the value of distributed or shared school leadership; being able to identify and encourage staff to assume roles in decisions; and implement shared decision making processes for the school. B) The candidate lacked experiencing an authentic field experience and practice in this standard element. C) Leadership activities selected were not consistent with the standard and element; and although the candidate received significant support or guidance, they did not achieve this element.


ELCC Standard Element 3.4: Candidates understand and can develop district capacity for distributed leadership.



A) Always demonstrated exemplary leadership skills in and content knowledge of this standard element regarding: understanding the value of distributed or shared district leadership; being able to identify and encourage staff to assume roles in decisions; and implement shared decision making processes for the district. B) The candidate experienced a highly authentic, substantial field experience and practice in this standard element. C) Leadership activities selected were highly consistent with the standard and element; and the candidate required minimal support or guidance in fully achieving this element.

A) Consistently demonstrated very good leadership skills in and content knowledge of this standard element regarding: understanding the value of distributed or shared district leadership; being able to identify and encourage staff to assume roles in decisions; and implement shared decision making processes for the district. B) The candidate experienced an authentic field experience and practice in this standard element. C) Leadership activities selected were consistent with the standard and element; and the candidate required some support or guidance in achieving this element.

A) Periodically demonstrated good leadership skills in and content knowledge of this standard element regarding: understanding the value of distributed or shared district leadership; being able to identify and encourage staff to assume roles in decisions; and implement shared decision making processes for the district. B) The candidate experienced a somewhat authentic field experience and practice in this standard element. C) Leadership activities selected were somewhat consistent with the standard and element; and the candidate required support or guidance in mostly achieving this element.

A) Infrequently demonstrated any leadership skills in and content knowledge of this standard element regarding: understanding the value of distributed or shared district leadership; being able to identify and encourage staff to assume roles in decisions; and implement shared decision making processes for the district. B) The candidate lacked experiencing an authentic field experience and practice in this standard element. C) Leadership activities selected were not consistent with the standard and element; and although the candidate received significant support or guidance, they did not achieve this element.

87






A) Always demonstrated exemplary leadership skills in and content knowledge of this standard element regarding: strategies to increase instructional time and time for teacher collaboration; be able to develop school schedules that maximize time teaching and planning; and work to reduce non-teaching duties of teachers in the school. B) The candidate experienced a highly authentic, substantial field experience and practice in this standard element. C) Leadership activities selected were highly consistent with the standard and element; and the candidate required minimal support or guidance in fully achieving this element.

A) Consistently demonstrated very good leadership skills in and content knowledge of this standard element regarding: strategies to increase instructional time and time for teacher collaboration; be able to develop school schedules that maximize time teaching and planning; and work to reduce non-teaching duties of teachers in the school. B) The candidate experienced an authentic field experience and practice in this standard element. C) Leadership activities selected were consistent with the standard and element; and the candidate required some support or guidance in achieving this element.

A) Periodically demonstrated good leadership skills in and content knowledge of this standard element regarding: strategies to increase instructional time and time for teacher collaboration; be able to develop school schedules that maximize time teaching and planning; and work to reduce non-teaching duties of teachers in the school. B) The candidate experienced a somewhat authentic field experience and practice in this standard element. C) Leadership activities selected were somewhat consistent with the standard and element; and the candidate required support or guidance in mostly achieving this element.

A) Infrequently demonstrated any leadership skills in and content knowledge of this standard element regarding: strategies to increase instructional time and time for teacher collaboration; be able to develop school schedules that maximize time teaching and planning; and work to reduce non-teaching duties of teachers in the school. B) The candidate lacked experiencing an authentic field experience and practice in this standard element. C) Leadership activities selected were not consistent with the standard and element; and although the candidate received significant support or guidance, they did not achieve this element.





A) Always demonstrated exemplary leadership skills in and content knowledge of this standard element regarding: strategies to increase instructional time and time for teacher collaboration; be able to develop district schedules that maximize time teaching and planning; and work to reduce non-teaching duties of teachers in the district. B) The candidate experienced a highly authentic, substantial field experience and practice in this standard element. C) Leadership activities selected were highly consistent with the standard and element; and the candidate required minimal support or guidance in fully achieving this element.

A) Consistently demonstrated very good leadership skills in and content knowledge of this standard element regarding: strategies to increase instructional time and time for teacher collaboration; be able to develop district schedules that maximize time teaching and planning; and work to reduce non-teaching duties of teachers in the district. B) The candidate experienced an authentic field experience and practice in this standard element. C) Leadership activities selected were consistent with the standard and element; and the candidate required some support or guidance in achieving this element.

A) Periodically demonstrated good leadership skills in and content knowledge of this standard element regarding: strategies to increase instructional time and time for teacher collaboration; be able to develop district schedules that maximize time teaching and planning; and work to reduce non-teaching duties of teachers in the district. B) The candidate experienced a somewhat authentic field experience and practice in this standard element. C) Leadership activities selected were somewhat consistent with the standard and element; and the candidate required support or guidance in mostly achieving this element.

A) Infrequently demonstrated any leadership skills in and content knowledge of this standard element regarding: strategies to increase instructional time and time for teacher collaboration; be able to develop district schedules that maximize time teaching and planning; and work to reduce non-teaching duties of teachers in the district. B) The candidate lacked experiencing an authentic field experience and practice in this standard element. C) Leadership activities selected were not consistent with the standard and element; and although the candidate received significant support or guidance, they did not achieve this element.

88



ELCC Standard Element 4.1: Candidates understand and can collaborate with faculty and community members by collecting and analyzing information pertinent to the improvement of the school’s educational environment.



A) Always demonstrated exemplary leadership skills in and content knowledge of this standard element regarding: collaboratively using evidence based research to collect school and community information; understand how to include staff and community members in reviewing information; and how to share school information within the larger community. B) The candidate experienced a highly authentic, substantial field experience and practice in this standard element. C) Leadership activities selected were highly consistent with the standard and element; and the candidate required minimal support or guidance in fully achieving this element.

A) Consistently demonstrated very good leadership skills in and content knowledge of this standard element regarding: collaboratively using evidence based research to collect school and community information; understand how to include staff and community members in reviewing information; and how to share school information within the larger community. B) The candidate experienced an authentic field experience and practice in this standard element. C) Leadership activities selected were consistent with the standard and element; and the candidate required some support or guidance in achieving this element.

A) Periodically demonstrated good leadership skills in and content knowledge of this standard element regarding: collaboratively using evidence based research to collect school and community information; understand how to include staff and community members in reviewing information; and how to share school information within the larger community. B) The candidate experienced a somewhat authentic field experience and practice in this standard element. C) Leadership activities selected were somewhat consistent with the standard and element; and the candidate required support or guidance in mostly achieving this element.

A) Infrequently demonstrated any leadership skills in and content knowledge of this standard element regarding: collaboratively using evidence based research to collect school and community information; understand how to include staff and community members in reviewing information; and how to share school information within the larger community. B) The candidate lacked experiencing an authentic field experience and practice in this standard element. C) Leadership activities selected were not consistent with the standard and element; and although the candidate received significant support or guidance, they did not achieve this element.


ELCC Standard Element 4.1: Candidates understand and can collaborate with faculty and community members by collecting and analyzing information pertinent to the improvement of the district’s educational environment.



A) Always demonstrated exemplary leadership skills in and content knowledge of this standard element regarding: collaboratively using evidence based research to collect district and community information; understand how to include staff and community members in reviewing information; and how to share district information within the larger community. B) The candidate experienced a highly authentic, substantial field experience and practice in this standard element. C) Leadership activities selected were highly consistent with the standard and element; and the candidate required minimal support or guidance in fully achieving this element.

A) Consistently demonstrated very good leadership skills in and content knowledge of this standard element regarding: collaboratively using evidence based research to collect district and community information; understand how to include staff and community members in reviewing information; and how to share district information within the larger community. B) The candidate experienced an authentic field experience and practice in this standard element. C) Leadership activities selected were consistent with the standard and element; and the candidate required some support or guidance in achieving this element.

A) Periodically demonstrated good leadership skills in and content knowledge of this standard element regarding: collaboratively using evidence based research to collect district and community information; understand how to include staff and community members in reviewing information; and how to share district information within the larger community. B) The candidate experienced a somewhat authentic field experience and practice in this standard element. C) Leadership activities selected were somewhat consistent with the standard and element; and the candidate required support or guidance in mostly achieving this element.

A) Infrequently demonstrated any leadership skills in and content knowledge of this standard element regarding: collaboratively using evidence based research to collect district and community information; understand how to include staff and community members in reviewing information; and how to share district information within the larger community. B) The candidate lacked experiencing an authentic field experience and practice in this standard element. C) Leadership activities selected were not consistent with the standard and element; although the candidate received significant support, they did not achieve this element.

89






A) Always demonstrated exemplary leadership skills in and content knowledge of this standard element regarding: identifying and accessing the varied community, agency, business and religious resources that can support the school’s mission; and be able to mobilize these many groups to support the goals of the school. B) The candidate experienced a highly authentic, substantial field experience and practice in this standard element. C) Leadership activities selected were highly consistent with the standard and element; and the candidate required minimal support or guidance in fully achieving this element.

A) Consistently demonstrated very good leadership skills in and content knowledge of this standard element regarding: identifying and accessing the varied community, agency, business and religious resources that can support the school’s mission; and be able to mobilize these many groups to support the goals of the school. B) The candidate experienced an authentic field experience and practice in this standard element. C) Leadership activities selected were consistent with the standard and element; and the candidate required some support or guidance in achieving this element.

A) Periodically demonstrated good leadership skills in and content knowledge of this standard element regarding: identifying and accessing the varied community, agency, business and religious resources that can support the school’s mission; and be able to mobilize these many groups to support the goals of the school. B) The candidate experienced a somewhat authentic field experience and practice in this standard element. C) Leadership activities selected were somewhat consistent with the standard and element; and the candidate required support or guidance in mostly achieving this element.

A) Infrequently demonstrated any leadership skills in and content knowledge of this standard element regarding: identifying and accessing the varied community, agency, business and religious resources that can support the school’s mission; and be able to mobilize these many groups to support the goals of the school. B) The candidate lacked experiencing an authentic field experience and practice in this standard element. C) Leadership activities selected were not consistent with the standard and element; and although the candidate received significant support or guidance, they did not achieve this element.





A) Always demonstrated exemplary leadership skills in and content knowledge of this standard element regarding: identifying and accessing the varied community, agency, business and religious resources that can support the district’s mission; and be able to mobilize these many groups to support the goals of the district. B) The candidate experienced a highly authentic, substantial field experience and practice in this standard element. C) Leadership activities selected were highly consistent with the standard and element; and the candidate required minimal support or guidance in fully achieving this element.

A) Consistently demonstrated very good leadership skills in and content knowledge of this standard element regarding: identifying and accessing the varied community, agency, business and religious resources that can support the district’s mission; and be able to mobilize these many groups to support the goals of the district. B) The candidate experienced an authentic field experience and practice in this standard element. C) Leadership activities selected were consistent with the standard and element; and the candidate required some support or guidance in achieving this element.

A) Periodically demonstrated good leadership skills in and content knowledge of this standard element regarding: identifying and accessing the varied community, agency, business and religious resources that can support the district’s mission; and be able to mobilize these many groups to support the goals of the district. B) The candidate experienced a somewhat authentic field experience and practice in this standard element. C) Leadership activities selected were somewhat consistent with the standard and element; and the candidate required support or guidance in mostly achieving this element.

A) Infrequently demonstrated any leadership skills in and content knowledge of this standard element regarding: identifying and accessing the varied community, agency, business and religious resources that can support the district’s mission; and be able to mobilize these many groups to support the goals of the district. B) The candidate lacked experiencing an authentic field experience and practice in this standard element. C) Leadership activities selected were not consistent with the standard and element; and although the candidate received significant support or guidance, they did not achieve this element.

90



ELCC Standard Element 4.3: Candidates understand and can respond to community interests and needs by building and sustaining positive school relationships with families and caregivers.



A) Always demonstrated exemplary leadership skills in and content knowledge of this standard element regarding: creating and preserving programs that invite and engage parents and community to school events; creating a culture of openness and transparency; and reaching out to parents and caregivers to build a strong affiliation with the school. B) The candidate experienced a highly authentic, substantial field experience and practice in this standard element. C) Leadership activities selected were highly consistent with the standard and element; and the candidate required minimal support or guidance in fully achieving this element.

A) Consistently demonstrated very good leadership skills in and content knowledge of this standard element regarding: creating and preserving programs that invite and engage parents and community to school events; creating a culture of openness and transparency; and reaching out to parents and caregivers to build a strong affiliation with the school. B) The candidate experienced an authentic field experience and practice in this standard element. C) Leadership activities selected were consistent with the standard and element; and the candidate required some support or guidance in achieving this element.

A) Periodically demonstrated good leadership skills in and content knowledge of this standard element regarding creating and preserving programs that invite and engage parents and community to school events; creating a culture of openness and transparency; and reaching out to parents and caregivers to build a strong affiliation with the school. B) The candidate experienced a somewhat authentic field experience and practice in this standard element. C) Leadership activities selected were somewhat consistent with the standard and element; and the candidate required support or guidance in mostly achieving this element.

A) Infrequently demonstrated any leadership skills in and content knowledge of this standard element regarding: creating and preserving programs that invite and engage parents and community to school events; creating a culture of openness and transparency; and reaching out to parents and caregivers to build a strong affiliation with the school. B) The candidate lacked experiencing an authentic field experience and practice in this standard element. C) Leadership activities selected were not consistent with the standard and element; and although the candidate received significant support or guidance, they did not achieve this element.


ELCC Standard Element 4.3: Candidates understand and can respond to community interests and needs by building and sustaining positive district relationships with families and caregivers.



A) Always demonstrated exemplary leadership skills in and content knowledge of this standard element regarding: creating and preserving programs that invite and engage parents and community to school events; creating a culture of openness and transparency; and reaching out to parents and caregivers to build a strong affiliation with the school. B) The candidate experienced a highly authentic, substantial field experience and practice in this standard element. C) Leadership activities selected were highly consistent with the standard and element; and the candidate required minimal support or guidance in fully achieving this element.

A) Consistently demonstrated very good leadership skills in and content knowledge of this standard element regarding: creating and preserving programs that invite and engage parents and community to school events; creating a culture of openness and transparency; and reaching out to parents and caregivers to build a strong affiliation with the school. B) The candidate experienced an authentic field experience and practice in this standard element. C) Leadership activities selected were consistent with the standard and element; and the candidate required some support or guidance in achieving this element.

A) Periodically demonstrated good leadership skills in and content knowledge of this standard element regarding: creating and preserving programs that invite and engage parents and community to school events; creating a culture of openness and transparency; and reaching out to parents and caregivers to build a strong affiliation with the school. B) The candidate experienced a somewhat authentic field experience and practice in this standard element. C) Leadership activities selected were somewhat consistent with the standard and element; and the candidate required support or guidance in mostly achieving this element.

A) Infrequently demonstrated any leadership skills in and content knowledge of this standard element regarding: creating and preserving programs that invite and engage parents and community to school events; creating a culture of openness and transparency; and reaching out to parents and caregivers to build a strong affiliation with the school. B) The candidate lacked experiencing an authentic field experience and practice in this standard element. C) Leadership activities selected were not consistent with the standard and element; and although the candidate received significant support or guidance, they did not achieve this element.

91



ELCC Standard Element 4.4: Candidates understand and can respond to community interests and needs by building and sustaining productive school relationships with community partners.



A) Always demonstrated exemplary leadership skills in and content knowledge of this standard element regarding: creating and preserving programs that engage community partners (business, agencies, faith, etc.) in the school; be able to identify community needs and interests; and encourage community partners to be involved in decision making in the school. B) The candidate experienced a highly authentic, substantial field experience and practice in this standard element. C) Leadership activities selected were highly consistent with the standard and element; and the candidate required minimal support or guidance in fully achieving this element.

A) Consistently demonstrated very good leadership skills in and content knowledge of this standard element regarding: creating and preserving programs that engage community partners (business, agencies, faith, etc.) in the school; be able to identify community needs and interests; and encourage community partners to be involved in decision making in the school. B) The candidate experienced an authentic field experience and practice in this standard element. C) Leadership activities selected were consistent with the standard and element; and the candidate required some support or guidance in achieving this element.

A) Periodically demonstrated good leadership skills in and content knowledge of this standard element regarding: creating and preserving programs that engage community partners (business, agencies, faith, etc.) in the school; be able to identify community needs and interests; and encourage community partners to be involved in decision making in the school. B) The candidate experienced a somewhat authentic field experience and practice in this standard element. C) Leadership activities selected were somewhat consistent with the standard and element; and the candidate required support or guidance in mostly achieving this element.

A) Infrequently demonstrated any leadership skills in and content knowledge of this standard element regarding: creating and preserving programs that engage community partners (business, agencies, faith, etc.) in the school; be able to identify community needs and interests; and encourage community partners to be involved in decision making in the school. B) The candidate lacked experiencing an authentic field experience and practice in this standard element. C) Leadership activities selected were not consistent with the standard and element; and although the candidate received significant support or guidance, they did not achieve this element.


ELCC Standard Element 4.4: Candidates understand and can respond to community interests and needs by building and sustaining productive district relationships with community partners.



A) Always demonstrated exemplary leadership skills in and content knowledge of this standard element regarding: creating and preserving programs that engage community partners (business, agencies, faith, etc.) in the district; be able to identify community needs and interests; and encourage community partners to be involved in decision making in the district.. B) The candidate experienced a highly authentic, substantial field experience and practice in this standard element. C) Leadership activities selected were highly consistent with the standard and element; and the candidate required minimal support or guidance in fully achieving this element.

A) Consistently demonstrated very good leadership skills in and content knowledge of this standard element regarding: creating and preserving programs that engage community partners (business, agencies, faith, etc.) in the district; be able to identify community needs and interests; and encourage community partners to be involved in decision making in the district. B) The candidate experienced an authentic field experience and practice in this standard element. C) Leadership activities selected were consistent with the standard and element; and the candidate required some support or guidance in achieving this element.

A) Periodically demonstrated good leadership skills in and content knowledge of this standard element regarding: creating and preserving programs that engage community partners (business, agencies, faith, etc.) in the district; be able to identify community needs and interests; and encourage community partners to be involved in decision making in the district. B) The candidate experienced a somewhat authentic field experience and practice in this standard element. C) Leadership activities selected were somewhat consistent with the standard and element; and the candidate required support or guidance in mostly achieving this element.

A) Infrequently demonstrated any leadership skills in and content knowledge of this standard element regarding: creating and preserving programs that engage community partners (business, agencies, faith, etc.) in the district; be able to identify community needs and interests; and encourage community partners to be involved in decision making in the district.. B) The candidate lacked experiencing an authentic field experience and practice in this standard element. C) Leadership activities selected were not consistent with the standard and element; and although the candidate received significant support or guidance, they did not achieve this element.

92



ELCC Standard Element 5.1: Candidates understand and can act with integrity and fairness to ensure a school system of accountability for every student’s academic and social success.



A) Always demonstrated exemplary leadership skills in and content knowledge of this standard element regarding: the need to advocate for every child by ensuring high expectations for all children and staff; leading with a sense of fairness; and acting with a high degree of integrity to promote full accountability for everyone on local and state measures of student learning in the school. B) The candidate experienced a highly authentic, substantial field experience and practice in this standard element. C) Leadership activities selected were highly consistent with the standard and element; and the candidate required minimal support or guidance in fully achieving this element.

A) Consistently demonstrated very good leadership skills in and content knowledge of this standard element regarding: the need to advocate for every child by ensuring high expectations for all children and staff; leading with a sense of fairness; and acting with a high degree of integrity to promote full accountability for everyone on local and state measures of student learning in the school. B) The candidate experienced an authentic field experience and practice in this standard element. C) Leadership activities selected were consistent with the standard and element; and the candidate required some support or guidance in achieving this element.

A) Periodically demonstrated good leadership skills in and content knowledge of this standard element regarding: the need to advocate for every child by ensuring high expectations for all children and staff; leading with a sense of fairness; and acting with a high degree of integrity to promote full accountability for everyone on local and state measures of student learning in the school. B) The candidate experienced a somewhat authentic field experience and practice in this standard element. C) Leadership activities selected were somewhat consistent with the standard and element; and the candidate required support or guidance in mostly achieving this element.

A) Infrequently demonstrated any leadership skills in and content knowledge of this standard element regarding: the need to advocate for every child by ensuring high expectations for all children and staff; leading with a sense of fairness; and acting with a high degree of integrity to promote full accountability for everyone on local and state measures of student learning in the school. B) The candidate lacked experiencing an authentic field experience and practice in this standard element. C) Leadership activities selected were not consistent with the standard and element; and although the candidate received significant support or guidance, they did not achieve this element.


ELCC Standard Element 5.1: Candidates understand and can act with integrity and fairness to ensure a district system of accountability for every student’s academic and social success.



A) Always demonstrated exemplary leadership skills in and content knowledge of this standard element regarding: the need to advocate for every child by ensuring high expectations for all children and staff; leading with a sense of fairness; and acting with a high degree of integrity to promote full accountability for everyone on local and state measures of student learning in the district. B) The candidate experienced a highly authentic, substantial field experience and practice in this standard element. C) Leadership activities selected were highly consistent with the standard and element; and the candidate required minimal support or guidance in fully achieving this element.

A) Consistently demonstrated very good leadership skills in and content knowledge of this standard element regarding: the need to advocate for every child by ensuring high expectations for all children and staff; leading with a sense of fairness; and acting with a high degree of integrity to promote full accountability for everyone on local and state measures of student learning in the district. B) The candidate experienced an authentic field experience and practice in this standard element. C) Leadership activities selected were consistent with the standard and element; and the candidate required some support or guidance in achieving this element.

A) Periodically demonstrated good leadership skills in and content knowledge of this standard element regarding: the need to advocate for every child by ensuring high expectations for all children and staff; leading with a sense of fairness; and acting with a high degree of integrity to promote full accountability for everyone on local and state measures of student learning in the district. B) The candidate experienced a somewhat authentic field experience and practice in this standard element. C) Leadership activities selected were somewhat consistent with the standard and element; and the candidate required support or guidance in mostly achieving this element.

A) Infrequently demonstrated any leadership skills in and content knowledge of this standard element regarding: the need to advocate for every child by ensuring high expectations for all children and staff; leading with a sense of fairness; and acting with a high degree of integrity to promote full accountability for everyone on local and state measures of student learning in the district. B) The candidate lacked experiencing an authentic field experience and practice in this standard element. C) Leadership activities selected were not consistent with the standard and element; and although the candidate received significant support or guidance, they did not achieve this element.

93



ELCC Standard Element 5.2: Candidates understand and can model principles of self-awareness, reflective practice, transparency, and ethical behavior as related to their roles within the school.



A) Always demonstrated exemplary leadership skills in and content knowledge of this standard element regarding: articulating impact of ethical principles on building leadership; understand the legal and ethical context of building decisions; and support the ethical principles of various school leadership associations. B) The candidate experienced a highly authentic, substantial field experience and practice in this standard element. C) Leadership activities selected were highly consistent with the standard and element; and the candidate required minimal support or guidance in fully achieving this element.

A) Consistently demonstrated very good leadership skills in and content knowledge of this standard element regarding: articulating impact of ethical principles on building leadership; understand the legal and ethical context of building decisions; and support the ethical principles of various school leadership associations. B) The candidate experienced an authentic field experience and practice in this standard element. C) Leadership activities selected were consistent with the standard and element; and the candidate required some support or guidance in achieving this element.

A) Periodically demonstrated good leadership skills in and content knowledge of this standard element regarding: articulating impact of ethical principles on building leadership; understand the legal and ethical context of building decisions; and support the ethical principles of various school leadership associations. B) The candidate experienced a somewhat authentic field experience and practice in this standard element. C) Leadership activities selected were somewhat consistent with the standard and element; and the candidate required support or guidance in mostly achieving this element.

A) Infrequently demonstrated any leadership skills in and content knowledge of this standard element regarding: articulating impact of ethical principles on building leadership; understand the legal and ethical context of building decisions; and support the ethical principles of various school leadership associations. B) The candidate lacked experiencing an authentic field experience and practice in this standard element. C) Leadership activities selected were not consistent with the standard and element; and although the candidate received significant support or guidance, they did not achieve this element.


ELCC Standard Element 5.2: Candidates understand and can model principles of self-awareness, reflective practice, transparency, and ethical behavior as related to their roles within the district.



A) Always demonstrated exemplary leadership skills in and content knowledge of this standard element regarding: articulating impact of ethical principles on district leadership; understand the legal and ethical context of district decisions; and support the ethical principles of various school leadership associations. B) The candidate experienced a highly authentic, substantial field experience and practice in this standard element. C) Leadership activities selected were highly consistent with the standard and element; and the candidate required minimal support or guidance in fully achieving this element.

A) Consistently demonstrated very good leadership skills in and content knowledge of this standard element regarding: articulating impact of ethical principles on district leadership; understand the legal and ethical context of district decisions; and support the ethical principles of various school leadership associations. B) The candidate experienced an authentic field experience and practice in this standard element. C) Leadership activities selected were consistent with the standard and element; and the candidate required some support or guidance in achieving this element.

A) Periodically demonstrated good leadership skills in and content knowledge of this standard element regarding: articulating impact of ethical principles on district leadership; understand the legal and ethical context of district decisions; and support the ethical principles of various school leadership associations. B) The candidate experienced a somewhat authentic field experience and practice in this standard element. C) Leadership activities selected were somewhat consistent with the standard and element; and the candidate required support or guidance in mostly achieving this element.

A) Infrequently demonstrated any leadership skills in and content knowledge of this standard element regarding: articulating impact of ethical principles on district leadership; understand the legal and ethical context of district decisions; and support the ethical principles of various school leadership associations. B) The candidate lacked experiencing an authentic field experience and practice in this standard element. C) Leadership activities selected were not consistent with the standard and element; and although the candidate received significant support or guidance, they did not achieve this element.

94






A) Always demonstrated exemplary leadership skills in and content knowledge of this standard element regarding: supporting a school culture that embraces democratic values of participation and fairness; equitable distribution of resources; and procedures that ensure children have full opportunity for success in a school building. B) The candidate experienced a highly authentic, substantial field experience and practice in this standard element. C) Leadership activities selected were highly consistent with the standard and element; and the candidate required minimal support or guidance in fully achieving this element.

A) Consistently demonstrated very good leadership skills in and content knowledge of this standard element regarding: supporting a school culture that embraces democratic values of participation and fairness; equitable distribution of resources; and procedures that ensure children have full opportunity for success in a school building. B) The candidate experienced an authentic field experience and practice in this standard element. C) Leadership activities selected were consistent with the standard and element; and the candidate required some support or guidance in achieving this element.

A) Periodically demonstrated good leadership skills in and content knowledge of this standard element regarding: supporting a school culture that embraces democratic values of participation and fairness; equitable distribution of resources; and procedures that ensure children have full opportunity for success in a school building. B) The candidate experienced a somewhat authentic field experience and practice in this standard element. C) Leadership activities selected were somewhat consistent with the standard and element; and the candidate required support or guidance in mostly achieving this element.

A) Infrequently demonstrated any leadership skills in and content knowledge of this standard element regarding: supporting a school culture that embraces democratic values of participation and fairness; equitable distribution of resources; and procedures that ensure children have full opportunity for success in a school building. B) The candidate lacked experiencing an authentic field experience and practice in this standard element. C) Leadership activities selected were not consistent with the standard and element; and although the candidate received significant support or guidance, they did not achieve this element.





A) Always demonstrated exemplary leadership skills in and content knowledge of this standard element regarding: supporting a district culture that embraces democratic values of participation and fairness; equitable distribution of resources; and procedures that ensure children have full opportunity for success in a district. B) The candidate experienced a highly authentic, substantial field experience and practice in this standard element. C) Leadership activities selected were highly consistent with the standard and element; and the candidate required minimal support or guidance in fully achieving this element.

A) Consistently demonstrated very good leadership skills in and content knowledge of this standard element regarding: supporting a district culture that embraces democratic values of participation and fairness; equitable distribution of resources; and procedures that ensure children have full opportunity for success in a district. B) The candidate experienced an authentic field experience and practice in this standard element. C) Leadership activities selected were consistent with the standard and element; and the candidate required some support or guidance in achieving this element.

A) Periodically demonstrated good leadership skills in and content knowledge of this standard element regarding: supporting a district culture that embraces democratic values of participation and fairness; equitable distribution of resources; and procedures that ensure children have full opportunity for success in a district. B) The candidate experienced a somewhat authentic field experience and practice in this standard element. C) Leadership activities selected were somewhat consistent with the standard and element; and the candidate required support or guidance in mostly achieving this element.

A) Infrequently demonstrated any leadership skills in and content knowledge of this standard element regarding: supporting a district culture that embraces democratic values of participation and fairness; equitable distribution of resources; and procedures that ensure children have full opportunity for success in a district. B) The candidate lacked experiencing an authentic field experience and practice in this standard element. C) Leadership activities selected were not consistent with the standard and element; and although the candidate received significant support or guidance, they did not achieve this element.

95



ELCC Standard Element 5.4: Candidates understand and can evaluate the potential moral and legal consequences of decision making in the school.



A) Always demonstrated exemplary leadership skills in and content knowledge of this standard element regarding: ensuring that school policies and procedures provide guidance in matters related to ethics and law; understanding legal and moral implications of a decision; and making sound school decisions that are both legal and highly ethical. B) The candidate experienced a highly authentic, substantial field experience and practice in this standard element. C) Leadership activities selected were highly consistent with the standard and element; and the candidate required minimal support or guidance in fully achieving this element.

A) Consistently demonstrated very good leadership skills in and content knowledge of this standard element regarding: ensuring that school policies and procedures provide guidance in matters related to ethics and law; understanding legal and moral implications of a decision; and making sound school decisions that are both legal and highly ethical. B) The candidate experienced an authentic field experience and practice in this standard element. C) Leadership activities selected were consistent with the standard and element; and the candidate required some support or guidance in achieving this element.

A) Periodically demonstrated good leadership skills in and content knowledge of this standard element regarding: ensuring that school policies and procedures provide guidance in matters related to ethics and law; understanding legal and moral implications of a decision; and making sound school decisions that are both legal and highly ethical. B) The candidate experienced a somewhat authentic field experience and practice in this standard element. C) Leadership activities selected were somewhat consistent with the standard and element; and the candidate required support or guidance in mostly achieving this element.

A) Infrequently demonstrated any leadership skills in and content knowledge of this standard element regarding: ensuring that school policies and procedures provide guidance in matters related to ethics and law; understanding legal and moral implications of a decision; and making sound school decisions that are both legal and highly ethical. B) The candidate lacked experiencing an authentic field experience and practice in this standard element. C) Leadership activities selected were not consistent with the standard and element; and although the candidate received significant support or guidance, they did not achieve this element.


ELCC Standard Element 5.4: Candidates understand and can evaluate the potential moral and legal consequences of decision making in the district.



A) Always demonstrated exemplary leadership skills in and content knowledge of this standard element regarding: ensuring that district policies and procedures provide guidance in matters related to ethics and law; understanding legal and moral implications of a decision; and making sound district decisions that are both legal and highly ethical. B) The candidate experienced a highly authentic, substantial field experience and practice in this standard element. C) Leadership activities selected were highly consistent with the standard and element; and the candidate required minimal support or guidance in fully achieving this element.

A) Consistently demonstrated very good leadership skills in and content knowledge of this standard element regarding: ensuring that district policies and procedures provide guidance in matters related to ethics and law; understanding legal and moral implications of a decision; and making sound district decisions that are both legal and highly ethical. B) The candidate experienced an authentic field experience and practice in this standard element. C) Leadership activities selected were consistent with the standard and element; and the candidate required some support or guidance in achieving this element.

A) Periodically demonstrated good leadership skills in and content knowledge of this standard element regarding: ensuring that district policies and procedures provide guidance in matters related to ethics and law; understanding legal and moral implications of a decision; and making sound district decisions that are both legal and highly ethical. B) The candidate experienced a somewhat authentic field experience and practice in this standard element. C) Leadership activities selected were somewhat consistent with the standard and element; and the candidate required support or guidance in mostly achieving this element.

A) Infrequently demonstrated any leadership skills in and content knowledge of this standard element regarding: ensuring that district policies and procedures provide guidance in matters related to ethics and law; understanding legal and moral implications of a decision; and making sound district decisions that are both legal and highly ethical. B) The candidate lacked experiencing an authentic field experience and practice in this standard element. C) Leadership activities selected were not consistent with the standard and element; and although the candidate received significant support or guidance, they did not achieve this element.

96



ELCC Standard Element 5.5: Candidates understand and can promote social justice within a school to ensure that individual student needs inform all aspects of schooling.



A) Always demonstrated exemplary leadership skills in and content knowledge of this standard element regarding: promoting a child centered school culture that ensures every child receives what is needed to achieve success; ensuring all procedures and processes are focused on meeting student needs; and maintaining a strong set of child focused core values. B) The candidate experienced a highly authentic, substantial field experience and practice in this standard element. C) Leadership activities selected were highly consistent with the standard and element; and the candidate required minimal support or guidance in fully achieving this element.

A) Consistently demonstrated very good leadership skills in and content knowledge of this standard element regarding: promoting a child centered school culture that ensures every child receives what is needed to achieve success; ensuring all procedures and processes are focused on meeting student needs; and maintaining a strong set of child focused core values. B) The candidate experienced an authentic field experience and practice in this standard element. C) Leadership activities selected were consistent with the standard and element; and the candidate required some support or guidance in achieving this element.

A) Periodically demonstrated good leadership skills in and content knowledge of this standard element regarding: promoting a child centered school culture that ensures every child receives what is needed to achieve success; ensuring all procedures and processes are focused on meeting student needs; and maintaining a strong set of child focused core values. B) The candidate experienced a somewhat authentic field experience and practice in this standard element. C) Leadership activities selected were somewhat consistent with the standard and element; and the candidate required support or guidance in mostly achieving this element.

A) Infrequently demonstrated any leadership skills in and content knowledge of this standard element regarding: promoting a child centered school culture that ensures every child receives what is needed to achieve success; ensuring all procedures and processes are focused on meeting student needs; and maintaining a strong set of child focused core values. B) The candidate lacked experiencing an authentic field experience and practice in this standard element. C) Leadership activities selected were not consistent with the standard and element; and although the candidate received significant support or guidance, they did not achieve this element.


ELCC Standard Element 5.5: Candidates understand and can promote social justice within a district to ensure that individual student needs inform all aspects of schooling.



A) Always demonstrated exemplary leadership skills in and content knowledge of this standard element regarding: promoting a child centered district culture that ensures every child receives what is needed to achieve success; ensuring all procedures and processes are focused on meeting student needs; and maintaining a strong set of child focused core values. B) The candidate experienced a highly authentic, substantial field experience and practice in this standard element. C) Leadership activities selected were highly consistent with the standard and element; and the candidate required minimal support or guidance in fully achieving this element.

A) Consistently demonstrated very good leadership skills in and content knowledge of this standard element regarding: promoting a child centered district culture that ensures every child receives what is needed to achieve success; ensuring all procedures and processes are focused on meeting student needs; and maintaining a strong set of child focused core values. B) The candidate experienced an authentic field experience and practice in this standard element. C) Leadership activities selected were consistent with the standard and element; and the candidate required some support or guidance in achieving this element.

A) Periodically demonstrated good leadership skills in and content knowledge of this standard element regarding: promoting a child centered district culture that ensures every child receives what is needed to achieve success; ensuring all procedures and processes are focused on meeting student needs; and maintaining a strong set of child focused core values. B) The candidate experienced a somewhat authentic field experience and practice in this standard element. C) Leadership activities selected were somewhat consistent with the standard and element; and the candidate required support or guidance in mostly achieving this element.

A) Infrequently demonstrated any leadership skills in and content knowledge of this standard element regarding: promoting a child centered district culture that ensures every child receives what is needed to achieve success; ensuring all procedures and processes are focused on meeting student needs; and maintaining a strong set of child focused core values. B) The candidate lacked experiencing an authentic field experience and practice in this standard element. C) Leadership activities selected were not consistent with the standard and element; and although the candidate received significant support or guidance, they did not achieve this element.

97



ELCC Standard Element 6.1: Candidates understand and can advocate for school students, families, and caregivers.



A) Always demonstrated exemplary leadership skills in and content knowledge of this standard element regarding: recognizing the school implications of various laws and regulations; understanding the connection between poverty and student achievement; and being able to advocate for the needs of children and families within the school building. B) The candidate experienced a highly authentic, substantial field experience and practice in this standard element. C) Leadership activities selected were highly consistent with the standard and element; and the candidate required minimal support or guidance in fully achieving this element.

A) Consistently demonstrated very good leadership skills in and content knowledge of this standard element regarding: recognizing the school implications of various laws and regulations; understanding the connection between poverty and student achievement; and being able to advocate for the needs of children and families within the school building. B) The candidate experienced an authentic field experience and practice in this standard element. C) Leadership activities selected were consistent with the standard and element; and the candidate required some support or guidance in achieving this element.

A) Periodically demonstrated good leadership skills in and content knowledge of this standard element regarding: recognizing the school implications of various laws and regulations; understanding the connection between poverty and student achievement; and being able to advocate for the needs of children and families within the school building. B) The candidate experienced a somewhat authentic field experience and practice in this standard element. C) Leadership activities selected were somewhat consistent with the standard and element; and the candidate required support or guidance in mostly achieving this element.

A) Infrequently demonstrated any leadership skills in and content knowledge of this standard element regarding: recognizing the school implications of various laws and regulations; understanding the connection between poverty and student achievement; and being able to advocate for the needs of children and families within the school building. B) The candidate lacked experiencing an authentic field experience and practice in this standard element. C) Leadership activities selected were not consistent with the standard and element; and although the candidate received significant support or guidance, they did not achieve this element.


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



A) Always demonstrated exemplary leadership skills in and content knowledge of this standard element regarding: recognizing the district school implications of various laws and regulations; understanding the connection between poverty and student achievement; and being able to advocate for the needs of children and families within the district. B) The candidate experienced a highly authentic, substantial field experience and practice in this standard element. C) Leadership activities selected were highly consistent with the standard and element; and the candidate required minimal support or guidance in fully achieving this element.

A) Consistently demonstrated very good leadership skills in and content knowledge of this standard element regarding: recognizing the district school implications of various laws and regulations; understanding the connection between poverty and student achievement; and being able to advocate for the needs of children and families within the district. B) The candidate experienced an authentic field experience and practice in this standard element. C) Leadership activities selected were consistent with the standard and element; and the candidate required some support or guidance in achieving this element.

A) Periodically demonstrated good leadership skills in and content knowledge of this standard element regarding: recognizing the district school implications of various laws and regulations; understanding the connection between poverty and student achievement; and being able to advocate for the needs of children and families within the district. B) The candidate experienced a somewhat authentic field experience and practice in this standard element. C) Leadership activities selected were somewhat consistent with the standard and element; and the candidate required support or guidance in mostly achieving this element.

A) Infrequently demonstrated any leadership skills in and content knowledge of this standard element regarding: recognizing the district school implications of various laws and regulations; understanding the connection between poverty and student achievement; and being able to advocate for the needs of children and families within the district. B) The candidate lacked experiencing an authentic field experience and practice in this standard element. C) Leadership activities selected were not consistent with the standard and element; and although the candidate received significant support or guidance, they did not achieve this element.

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ELCC Standard Element 6.2: Candidates understand and can act to influence local, district, state, and national decisions affecting student learning in a school environment.



A) Always demonstrated exemplary leadership skills in and content knowledge of this standard element regarding: being able to advocate for equitable learning opportunities for the school children through influencing various levels of government legislation; and informing various school constituencies of school policies, laws, etc. B) The candidate experienced a highly authentic, substantial field experience and practice in this standard element. C) Leadership activities selected were highly consistent with the standard and element; and the candidate required minimal support or guidance in fully achieving this element.

A) Consistently demonstrated very good leadership skills in and content knowledge of this standard element regarding: being able to advocate for equitable learning opportunities for the school children through influencing various levels of government legislation; and informing various school constituencies of school policies, laws, etc. B) The candidate experienced an authentic field experience and practice in this standard element. C) Leadership activities selected were consistent with the standard and element; and the candidate required some support or guidance in achieving this element.

A) Periodically demonstrated good leadership skills in and content knowledge of this standard element regarding: being able to advocate for equitable learning opportunities for the school children through influencing various levels of government legislation; and informing various school constituencies of school policies, laws, etc. B) The candidate experienced a somewhat authentic field experience and practice in this standard element. C) Leadership activities selected were somewhat consistent with the standard and element; and the candidate required support or guidance in mostly achieving this element.

A) Infrequently demonstrated any leadership skills in and content knowledge of this standard element regarding: being able to advocate for equitable learning opportunities for the school children through influencing various levels of government legislation; and informing various school constituencies of school policies, laws, etc. B) The candidate lacked experiencing an authentic field experience and practice in this standard element. C) Leadership activities selected were not consistent with the standard and element; and although the candidate received significant support or guidance, they did not achieve this element.


ELCC Standard Element 6.2: Candidates understand and can act to influence local, district, state, and national decisions affecting student learning in a district environment.



A) Always demonstrated exemplary leadership skills in and content knowledge of this standard element regarding: being able to advocate for equitable learning opportunities for the district children through influencing various levels of government legislation; and informing various district constituencies of school policies, laws, etc. B) The candidate experienced a highly authentic, substantial field experience and practice in this standard element. C) Leadership activities selected were highly consistent with the standard and element; and the candidate required minimal support or guidance in fully achieving this element.

A) Consistently demonstrated very good leadership skills in and content knowledge of this standard element regarding: being able to advocate for equitable learning opportunities for the district children through influencing various levels of government legislation; and informing various district constituencies of school policies, laws, etc. B) The candidate experienced an authentic field experience and practice in this standard element. C) Leadership activities selected were consistent with the standard and element; and the candidate required some support or guidance in achieving this element.

A) Periodically demonstrated good leadership skills in and content knowledge of this standard element regarding: being able to advocate for equitable learning opportunities for the district children through influencing various levels of government legislation; and informing various district constituencies of school policies, laws, etc. B) The candidate experienced a somewhat authentic field experience and practice in this standard element. C) Leadership activities selected were somewhat consistent with the standard and element; and the candidate required support or guidance in mostly achieving this element.

A) Infrequently demonstrated any leadership skills in and content knowledge of this standard element regarding: being able to advocate for equitable learning opportunities for the district children through influencing various levels of government legislation; and informing various district constituencies of school policies, laws, etc. B) The candidate lacked experiencing an authentic field experience and practice in this standard element. C) Leadership activities selected were not consistent with the standard and element; and although the candidate received significant support or guidance, they did not achieve this element.

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ELCC Standard Element 6.3: Candidates understand and can anticipate and assess emerging trends and initiatives in order to adapt school-based leadership strategies.



A) Always demonstrated exemplary leadership skills in and content knowledge of this standard element regarding: anticipating future external trends or initiatives that may affect the school; promoting adaptive strategies to meet changing demands or needs, and anticipate need for changes in leadership strategies. B) The candidate experienced a highly authentic, substantial field experience and practice in this standard element. C) Leadership activities selected were highly consistent with the standard and element; and the candidate required minimal support or guidance in fully achieving this element.

A) Consistently demonstrated very good leadership skills in and content knowledge of this standard element regarding: anticipating future external trends or initiatives that may affect the school; promoting adaptive strategies to meet changing demands or needs, and anticipate need for changes in leadership strategies. B) The candidate experienced an authentic field experience and practice in this standard element. C) Leadership activities selected were consistent with the standard and element; and the candidate required some support or guidance in achieving this element.

A) Periodically demonstrated good leadership skills in and content knowledge of this standard element regarding: anticipating future external trends or initiatives that may affect the school; promoting adaptive strategies to meet changing demands or needs, and anticipate need for changes in leadership strategies. B) The candidate experienced a somewhat authentic field experience and practice in this standard element. C) Leadership activities selected were somewhat consistent with the standard and element; and the candidate required support or guidance in mostly achieving this element.

A) Infrequently demonstrated any leadership skills in and content knowledge of this standard element regarding: anticipating future external trends or initiatives that may affect the school; promoting adaptive strategies to meet changing demands or needs, and anticipate need for changes in leadership strategies. B) The candidate lacked experiencing an authentic field experience and practice in this standard element. C) Leadership activities selected were not consistent with the standard and element; and although the candidate received significant support or guidance, they did not achieve this element.


ELCC Standard Element 6.3: Candidates understand and can anticipate and assess emerging trends and initiatives in order to adapt district -based leadership strategies.



A) Always demonstrated exemplary leadership skills in and content knowledge of this standard element regarding: anticipating future external trends or initiatives that may affect the district; promoting adaptive strategies to meet changing demands or needs, and anticipate need for changes in leadership strategies. B) The candidate experienced a highly authentic, substantial field experience and practice in this standard element. C) Leadership activities selected were highly consistent with the standard and element; and the candidate required minimal support or guidance in fully achieving this element.

A) Consistently demonstrated very good leadership skills in and content knowledge of this standard element regarding: anticipating future external trends or initiatives that may affect the district; promoting adaptive strategies to meet changing demands or needs, and anticipate need for changes in leadership strategies. B) The candidate experienced an authentic field experience and practice in this standard element. C) Leadership activities selected were consistent with the standard and element; and the candidate required some support or guidance in achieving this element.

A) Periodically demonstrated good leadership skills in and content knowledge of this standard element regarding: anticipating future external trends or initiatives that may affect the district; promoting adaptive strategies to meet changing demands or needs, and anticipate need for changes in leadership strategies. B) The candidate experienced a somewhat authentic field experience and practice in this standard element. C) Leadership activities selected were somewhat consistent with the standard and element; and the candidate required support or guidance in mostly achieving this element.

A) Infrequently demonstrated any leadership skills in and content knowledge of this standard element regarding: anticipating future external trends or initiatives that may affect the district; promoting adaptive strategies to meet changing demands or needs, and anticipate need for changes in leadership strategies. B) The candidate lacked experiencing an authentic field experience and practice in this standard element. C) Leadership activities selected were not consistent with the standard and element; and although the candidate received significant support or guidance, they did not achieve this element.

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SBL/SDL Program Assessment 4: Final Internship Evaluation Comments for Internship

Overall Comments on Internship Performance During the Field Internship Experience

Evaluator: _______________________________________ Date: ________________________________

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EDA 547

Request for extension to submit portfolio

Name:____________________________________ ID# _________________________ Today’s Date:_______________________________ I am requesting an extension to submit my completed portfolio for the following reason(s): Internship students are expected to work diligently in meeting all requirements and completing all proposed leadership activities within three successive semesters of beginning the internship inclusive of the summer session (e.g. If a student begins in the summer academic session, they would be expected to complete all internship requirements by the end of the next spring semester: summer, fall & spring.) Completion means all activities are completed, evaluations have been completed, and the portfolio has been reviewed and approved by the College Internship supervisor. The three semesters begins with the semester enrolling in EDA 546.

If a student has not completed the internship requirements within three successive academic sessions, the student may apply for one extension 90 days to complete all requirements. An Internship Administrative Fee will be charged. Failure of any student to complete the internship within the three successive academic sessions plus the 90 day extension will result in the student receiving an F – failing grade for the course.

You must submit a request form to the Internship Coordinator before November 30 for fall semester, April 30 for spring semester, and August 1 for summer semester. You will be notified by email if your request has been granted, and the new due date for your portfolio. *Under circumstances when extensions are allowed, the final submission of all necessary materials must be completed within three months of the end of the semester that the portfolio was due. You must keep track of this deadline, maintain contact with your supervisor, and submit all required work in a timely fashion.

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The New York State Essential Knowledge and Skills for Effective School Leadership include: 1. Leaders know and understand what it means and what it takes to be a leader.

Leadership is the act of identifying important goals and then motivating and enabling others to devote themselves and all necessary resources to achievement. It includes summoning one's self and others to learn and adapt to the new situation represented by the goal.

2. Leaders have a vision for schools that they constantly share and promote. Leaders have a vision of the ideal, can articulate this vision to any audience, and work diligently to make it a reality. Leaders also know how to build upon and sustain a vision that preceded them.

3. Leaders communicate clearly and effectively.

Leaders possess effective writing and presentation skills. They express themselves clearly, and are confident and capable of responding to the hard questions in a public forum. They are also direct and precise questioners, always seeking understanding.

4. Leaders collaborate and cooperate with others.

Leaders communicate high expectations and provide accurate information to foster understanding and to maintain trust and confidence. Leaders reach out to others for support and assistance, build partnerships, secure resources, and share credit for success and accomplishments. School leaders manage change through effective relationships with school boards.

5. Leaders persevere and take the "long view.”

Leaders build institutions that endure. They "stay the course," maintain focus, anticipate and work to overcome resistance. They create capacity within the organization to achieve and sustain its vision.

6. Leaders support, develop and nurture staff. Leaders set a standard for ethical behavior. They seek diverse perspectives and alternative points-of view. They encourage initiative, innovation, collaboration, and a strong work ethic. Leaders expect and provide opportunities for staff to engage in continuous personal and professional growth. They recognize individual talents and assign responsibility and authority for specific tasks. Leaders celebrate accomplishments. They identify recruit, mentor, and promote potential leaders. .

7. Leaders hold themselves and others responsible and accountable. Leaders embrace and adhere to comprehensive planning that improves the organization. They use data to determine the present state of the organization, identify root cause problems, propose solutions, and validate accomplishments. Leaders respect responsibility and accountability and manage resources effectively and efficiently. They require staff to establish and meet clear indicators of success. Leaders in education also know and understand good pedagogy and effective classroom practices and support sustained professional development. They recognize the importance of learning standards and significance of assessments.

8. Leaders never stop learning and honing their skills

Leaders are introspective and reflective. Leaders ask questions and seek answers. Leaders in education are familiar with current research and best practice, not only in education, but also in other related fields. They maintain a personal plan for self-improvement and continuous learning, and balance their professional and personal lives, making time for other interests.

9. Leaders have the courage to take informed risks.

Leaders embrace informed, planned change and recognize that everyone may not support change. Leaders work to win support and are willing to take action in support of their vision even in the face of opposition.

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THE COLLEGE OF SAINT ROSE AND THE THELMA P. LALLY SCHOOL OF EDUCATION

CONCEPTUAL FRAMEWORK AND UNIT STANDARDS

Statement of Philosophy and Purpose: The faculty of Thelma P. Lally School of Education at the College of Saint Rose is committed to providing high quality, relevant and distinctive educational programs. Our philosophy evolves from a strong belief in the profound influence and possibilities of education, educators and leaders to guide and promote the intellectual and human development of people in a diverse, global society. The educational dynamic of our teaching and learning community fosters insight, meaning, skills, policy formation and strategies necessary to continuously improve the quality of the individual and collective lives affected by our practice. Ethics, freedom of inquiry and expression, and the exchange of ideas inform our practice. Integrity, character and a commitment to modeling what we teach are imperatives of our educational endeavors. The development of theoretical frameworks, critical analysis and fidelity to the application of effective, research-based practices combine to characterize the scholarship and enlightenment to which we aspire. Instructional technologies support and shape our teaching and learning. Partnerships with practicing professionals in the field, service, clinical experiences, and a culture of assessment offer extensive opportunities for personal and professional growth, and rich sources for evaluating our effectiveness. Valuing the knowledge and culturally rich experiences of individuals in the educational process, our faculty strives to be responsible to candidate needs and interests and challenges them to broaden their awareness and sensitivity to diverse backgrounds, thereby becoming reflective, responsive, self-empowered advocates for their learners and communities. Leadership is at the heart of our efforts to encourage and create new initiatives through which our faculty and our candidates become mutually responsible agents of change. To ensure the actualization of our philosophy, we model its standards and values in our daily practices and relationships. This philosophy generates educational experiences that are formative and indelible. Professional Education Candidate Learning Outcomes: Candidates in professional education programs at The College of Saint Rose will:

1. Acquire and apply the knowledge, skills and dispositions of disciplines relevant to candidates’ projected educational or clinical roles.

2. Apply principles and theories of lifespan human development and learning in all of its diversity to education, service learning and clinical practice, and demonstrate a capacity and disposition to continuously update that knowledge and, therefore, practice according to the best emerging research in the field.

3. Plan and implement practice that is rigorous, comprehensive, inclusive, creative and motivating, inviting candidates’ analytical skills and promoting their dispositions to be lifelong learners.

4. Ensure that evaluation and decision-making are data-driven, multi-faceted, collaborative and recursive, and align instructional/clinical goals, practice, assessments, and standards.

5. Develop and demonstrate personal and professional values that foster the highest ethical standards of the profession; intellectual curiosity and open-mindedness; understanding and responsiveness to multiple social and global perspectives; and collegiality and collaboration among partners in the educational or clinical process that involve children, families, community members, and other professionals.

6. Promote optimal learning opportunities and environments for all individuals in the context of their experiential, cultural, and/or racial/ethnic backgrounds, including, but not limited to learners who are speakers of non-English languages, or who are gifted, have disabilities, are educationally challenged or who have different interests, ambitions or sexual orientations.

7. Demonstrate in their practice that oral and written language is a functional, as well as social and artistic tool, for communication and thought, and as such reflect the multiple literacies of local, national and global cultures.

8. Integrate a variety of technological methods and programs to enhance pupil learning and practitioner effectiveness, facilitate candidates’ acquisition of technological skills, and their dispositions to use them.

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ELCC Standards/CSR Frameworks/NYS Standards ELCC 2011 Leadership Standards CSR Standard NYS

ELCC Standard Element 1.1: Candidates understand and can collaboratively develop, articulate, implement, and steward a shared vision of learning for a school. ELCC Standard Element 1.2: Candidates understand and can collect and use data to identify school goals, assess organizational effectiveness, and implement plans to achieve school goals. ELCC Standard Element 1.3: Candidates understand and can promote continual and sustainable school improvement. ELCC Standard Element 1.4: Candidates understand and can evaluate school progress and revise school plans supported by school stakeholders

Knowledge and Skills 2 and 8

ELCC Standard Element 2.1: Candidates understand and can sustain a school culture and instructional program conducive to student learning through collaboration, trust, and a personalized learning environment with high expectations for students. ELCC Standard Element 2.2: Candidates understand and can create and evaluate a comprehensive, rigorous, and coherent curricular and instructional school program. ELCC Standard Element 2.3: Candidates understand and can develop and supervise the instructional and leadership capacity of school staff. ELCC Standard Element 2.4: Candidates understand and can promote the most effective and appropriate technologies to support teaching and learning in a school environment.

Conceptual Framework Standards: 1, 2, 3, 4, 6, and 8

Knowledge and Skills 6, 7, and 8

ELCC Standard Element 3.1: Candidates understand and can monitor and evaluate school management and operational systems. ELCC Standard Element 3.2: Candidates understand and can efficiently use human, fiscal, and technological resources to manage school operations. ELCC Standard Element 3.3: Candidates understand and can promote school-based policies and procedures that protect the welfare and safety of students and staff within the school. ELCC Standard Element 3.4: Candidates understand and can develop school capacity for distributed leadership. ELCC Standard Element 3.5: Candidates understand and can ensure teacher and organizational time focuses on supporting high-quality school instruction and student learning.


ELCC Standard Element 4.1: Candidates understand and can collaborate with faculty and community members by collecting and analyzing information pertinent to the improvement of the school’s educational environment. ELCC Standard Element 4.2: Candidates understand and can mobilize community resources by promoting an understanding, appreciation, and use of diverse cultural, social, and intellectual resources within the school community. ELCC Standard Element 4.3: Candidates understand and can respond to community interests and needs by building and sustaining positive school relationships with families and caregivers. ELCC Standard Element 4.4: Candidates understand and can respond to community interests and needs by building and sustaining productive school relationships with community partners.

Conceptual Framework Standards: 5, 6, and 7


ELCC Standard Element 5.1: Candidates understand and can act with integrity and fairness to ensure a school system of accountability for every student’s academic and social success. ELCC Standard Element 5.2: Candidates understand and can model principles of self-awareness, reflective practice, transparency, and ethical behavior as related to their roles within the school. ELCC Standard Element 5.3: Candidates understand and can safeguard the values of democracy, equity, and diversity. ELCC Standard Element 5.4: Candidates understand and can evaluate the potential moral and legal consequences of decision making in the school. ELCC Standard Element 5.5: Candidates understand and can promote social justice within a school to ensure that individual student needs inform all aspects of schooling.

Conceptual Framework Standards: 5


ELCC Standard Element 6.1: Candidates understand and can advocate for school students, families, and caregivers. ELCC Standard Element 6.2: Candidates understand and can act to influence local, district, state, and national decisions affecting student learning in a school environment. ELCC Standard Element 6.3: Candidates understand and can anticipate and assess emerging trends and initiatives in order to adapt school-based leadership strategies.

Conceptual Framework Standards: 5


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