Internship Handbook - Arkansas State...

INTERNSHIP HANDBOOK

MSE in Educational Leadership-Building Level Principal

MSE in Curriculum and Instruction-Curriculum Director

MSE in Curriculum and Instruction-Gifted & Talented Director

MSE in Curriculum and Instruction-Special Education Director

Program of Study-Building Level Principal

Program of Study-Curriculum Director

Program of Study-Gifted & Talented Director

Program of Study-Special Education Director

Department of Educational Leadership, Curriculum & Special Education

College of Education

January 2012

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Table of Contents

Educational Leadership Consortium Council (ELCC) Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Purpose of the Internship . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Overview of the Internship . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5

Internship Artifacts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6

Responsibilities of the Student . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Responsibilities of the Mentor . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Supervised Internship Course . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

The Electronic Portfolio & Comprehensive Assessment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

Appendix A-Educational Leadership Consortium Council (ELCC) Standards . . . . . . . . . . . . . . . 12

Appendix B- Internship Activity Log Planning Docunment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

Appendix C – Final Internship Activity Log . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39

Appendix D –Reflective Summary Template . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46

Appendix E- Mentor Participation Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50

Appendix F- College LiveText. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52

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Educational Leadership Consortium Council (ELCC) Standards 2011

The Educational Leadership Consortium Council (ELCC) Standards 2011 guide the educational leadership

and curriculum and instruction programs at Arkansas State University. The ELCC standards focus on

improving educational leadership and are based on the Standards for School Leaders developed by the

Interstate School Leaders Licensure Consortium (ISLLC). The internship activities in the program are

based on the following ELCC Standards:

ELCC Standard 1.0: 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 2.0: 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 3.0: 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 4.0: 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.

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ELCC Standard 5.0: 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 6.0: 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.

ELCC Standard 7.0: A building-level education leader applies knowledge that promotes the success of every student through a substantial and sustained educational leadership internship experience that has school-based field experiences and clinical internship practice within a school setting and is monitored by a qualified, on-site mentor.

See Appendix A for a complete list of the 2011 ELCC standards with elements.

Purpose of the Internship

The purpose of the ASU Educational Leadership internship is to bridge the gap between theory and

practice. The internship is a series of supervised experiences in a school site and it is considered an

essential part of the preparation as a competent educational leader. The activities embedded in the

courses and the internship experiences build on academic and experiential learning. All requirements of

the internship can be completed while students continue their employment as a teacher, administrator

or program director in a school setting. The majority of the internship activities will take place in the

building and district where the student is employed as a faculty member or administrator. (Note:

Students working on the degree who are not currently employed in a school setting will need to identify a

school in which to implement the internship activities. A professional relationship should be developed

between the student and a school leader who will serve as a mentor in the school for the duration of the

coursework. )

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Overview of the Internship

The internship for licensure as a school leader consists of field-based clinical experiences that take place

in a school building or school district setting. The internship experiences are ongoing and sustained

throughout the program. The internship activities begin in the first course in the degree or program of

study. The internship program requires specific guided leadership experiences supervised by the site

mentor and the ASU faculty in the Department of Educational Leadership, Curriculum, and Special

Education.

Upon initial enrollment in the degree or program of study, the student and the site mentor must review

the list of internship activities in Appendix B and select a minimum of thirty-five (35) internship activities

for the student to experience throughout the degree or program of study. Students must select at least

one activity representing each of the ELCC standards (1.1, 1.2, 1.3, 1.4, 2.1, etc.)

In the first course in which the student is enrolled, the internship activity planning log with projected

completion dates must be completed by the intern and the site mentor. As the student completes an

internship experience, the actual completion date of the activity should be entered on the internship

activity final log which will be included in the portfolio. It is understood that the actual date of

completion may vary from the projected date of completion due to unexpected circumstances and

events. In addition to the internship activities, students are strongly encouraged to work with the site

mentor to learn more about the day-to-day management and leadership of the school or program.

See Appendix B for the Internship Activity Log Planning Document

See Appendix C for the Final Internship Activity Log

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Internship Artifacts

Students will document their experiences for each of the internship activities. This documentation will

be uploaded into Section 5 of the electronic portfolio as internship artifacts. The documentation should

include a reflective summary of the experience, an account of the activity with details about who was

involved, where the activity took place, newly acquired skills and knowledge, challenges, etc. Additional

supportive documentation referred to as internship artifacts (i.e., laws, regulations, agendas, handouts

you created) that would serve as evidence of the student’s growth in knowledge and skills through

involvement in the activity can also be provided. The artifacts serve as "evidence" of participation and

development as an educational leader. The more evidence provided, the better the student represents

emergent knowledge and skills as an aspiring school leader.

Each reflective summary should include the following information:

Description of Activity (see internship activity log)

ELCC standard element

Detailed description telling how the activity was planned and implemented (i.e., dates, site,

participants and other relevant details)

Additional documentation included as artifacts for the activity (federal/state/local laws or

regulations related to the activity; policies; forms; minutes/agenda for meetings; new

documents produced, etc.)

(Note: This is not an all-inclusive list and students are encouraged to be creative in providing

additional specific information.)

Personal reflection of the experiences in planning and implementation for the activity. The

reflective writing should focus on the student’s thoughts about the experiences in the internship

activity experience, an evaluation of what the student is doing in the activity, why it is being

done, what the outcomes are, and how the information can be used for continuous

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improvement. Critique the activities and then ask questions such as: “So what?”, “What did I

learn?”, “What do I still need to know?”, “Who can help me?”, “What can I read?”, “What do I

do to adjust what I am doing?” “What do I need to learn to be a more effective leader?”

Suggestions for refining or strengthening knowledge and skills in this aspect of leadership.

There must be a reflective summary and artifacts to support participation in each of the 35

activities.

See Appendix D for a template for the reflective summary.

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Responsibilities of the Student

Students have specific responsibilities related to the internship beginning with the first course and

progressing through all courses throughout the program.

The student’s first responsibility is to establish a professional working relationship with the site

mentor who will be supporting and mentoring the student throughout their coursework. For

students seeking licensure as a curriculum or program director (i.e. Special Education, Gifted

and Talented), the appropriate site mentor will be the curriculum director or the director of the

program for which licensure is sought. The site mentor must be a practicing school

administrator and must be licensed in the appropriate administrative area. In addition, the site

mentor must have a minimum of three years of experience as a school or program

administrator.

The site mentor’s participation form must be completed and included in the internship portfolio

(Appendix E).

The student must take the initiative, with the guidance of the mentor, to be involved as much as

possible in all school activities and functions relevant to the area of licensure being sought.

The student must abide by all policies, rules and guidelines of the school.

The student must maintain an open relationship with the site mentor and other faculty and staff

in the school.

The student must maintain absolute confidentiality and ethical standards.

The student must submit evidence in the electronic portfolio of all internship activities and

other course assignments by the established due dates.

See Appendix E for Mentor Participation Form

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Responsibilities of the Mentor

The mentor is extremely important in the student’s growth as a school leader. The student must initiate

a close working relationship with the mentor in the first course in the educational leadership program. A

copy of the internship handbook must be provided to the mentor as soon as possible to provide a better

understanding of the expectations for the student as an aspiring school leader and the mentor’s role in

the student’s development. The student and the mentor should meet on a regular basis to review the

coursework and the course embedded and other selected internship activities that will be completed

independent of the coursework. Responsibilities of the mentor include the following:

Serves as an administrative role model for the student;

Complete the mentor participation form;

Guide the development of the internship activities;

Approve the internship activities developed collaboratively with the student and the university

supervisor for the internship;

Provide and guide work experiences relevant to the role as a school leader or program director;

Provide ongoing feedback to the student;

Communicate the student’s role to the school faculty;

Provide learning opportunities that will enhance the quality of the student’s experiences; and

growth as an aspiring school leader;

Communicate with the ASU university academic advisor as needed;

Review the student’s electronic portfolio;

Sign the student’s internship activity log which serves as affirmation that the contents

authentically report the student’s activities and experiences.

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Supervised Internship Course

The supervised internship course is scheduled as the student’s final course of enrollment. Prior to the

beginning of this course, the student must submit the portfolio for initial review with sections 2, 3, 5, &

6 completed. The portfolio will be due 3-4 weeks prior to the beginning of the internship course. The

portfolio will be assessed by a panel of ASU faculty. A score of at least 80% must be obtained before

students will be allowed to proceed to the internship course.

In the 5-week supervised internship course students will compose the final internship report, complete

sections 4 & 7 in the internship portfolio, and submit the portfolio for final review.

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The Electronic Portfolio & Comprehensive Assessment

All candidates for the master’s degrees and the specialist degrees are required by Graduate School

policy to complete a comprehensive examination. The portfolio functions as this assessment for

students in the MSE in Educational Leadership, the MSE in Curriculum & Instruction program, and the

Ed.S. in Educational Leadership. The portfolios are assessed by a panel of ASU faculty. A score of at least

80% must be obtained before students will be allowed to proceed to ELAD 6593 Supervised Internship,

ELCI 6493 Supervised Internship, and ELAD 7493 Supervised Internship.

The 2012 due dates for the assessment of the portfolio are as follows:

Spring Semester=March 12 for May graduates

Summer Semester=June 4 for August graduates

Fall Semester=October 8 for December graduates

Portfolios must be completed in LiveText prior to these dates in order to be reviewed. No late

submissions are allowed.

Students who fail to score at least 80% on the review of the portfolio will have one additional

opportunity to submit the portfolio for review in subsequent semesters. If the candidate does not meet

the 80% minimum, he/she will be dropped from the program. The portfolio/comprehensive examination

must be passed in order to proceed to the Supervised Internship, which must be completed within the

six-year time limit for completion of the degree.

Note: Sections 2, 3, 5, & 6 in the portfolio must be completed for the initial portfolio review. Sections

4 & 7 will be completed in the internship course and must be added to the portfolio for the final review.

See Appendix F for College Live Text

http://www.astate.edu/

















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APPENDIX A

Educational Leadership Consortium Council (ELCC) Standards 2011

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ELCC BUILDING--‐LEVEL STANDARDS 2011

ELCC Standard 1.0: 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.

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

steward a shared vision of learning for a school.

1.2: Candidates understand and can collect and use data to identify school goals, assess organizational effectiveness, and implement plans to achieve school goals. 1.3: Candidates understand and can promote continual and sustainable school improvement.

1.4: Candidates understand and can evaluate school progress and revise school plans

supported by school stakeholders.


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.

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.

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

coherent curricular and instructional school program.

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

leadership capacity of school staff.

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

technologies to support teaching and learning in a school environment.


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

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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.

3.1: Candidates understand and can monitor and evaluate school management and

operational systems.

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

resources to manage school operations.

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.

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

3.5: Candidates understand and can ensure teacher and organizational time focuses on

supporting high-quality school instruction and student learning.


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.

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.

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.

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

sustaining positive school relationships with families and caregivers.

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

sustaining productive school relationships with community partners.


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

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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.

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.

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.

5.3: Candidates understand and can safeguard the values of democracy, equity, and

diversity within the school.

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

decision making in the school.

5.5: Candidates understand and can promote social justice within the school to ensure that

individual student needs inform all aspects of schooling.


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.

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

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

decisions affecting student learning in a school environment.

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

order to adapt school-based leadership strategies.


every student through a substantial and sustained educational leadership internship experience that

has school-based field experiences and clinical internship practice within a school setting and is

monitored by a qualified, on-site mentor.

7.1: Substantial Field and Clinical Internship Experience: The program provides significant field

experiences and clinical internship practice for candidates within a school environment to

synthesize and apply the content knowledge and develop professional skills identified in the

other Educational Leadership Building-Level Program Standards through authentic, school-

based leadership experiences.

7.2: Sustained Internship Experience: Candidates are provided a six-month, concentrated (9–12

hours per week) internship that includes field experiences within a school-based environment.

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7.3: Qualified On-Site Mentor: An on-site school mentor who has demonstrated experience as

an educational leader within a school and is selected collaboratively by the intern and program

faculty with training by the supervising institution

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APPENDIX B

INTERNSHIP ACTIVITY LOG

PLANNING DOCUMENT

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ELAD 6593 Supervised Internship-Building Principal ELCI 6493 Supervised Internship-Curriculum/Program Director

Special Education Director Internship Activity Log (Planning Document)

The candidate and the site mentor should plan a minimum of 35 activities indicating the anticipated date of completion of each selected activity on the planning document.

Candidates must select at least one activity representing each of the ELCC standard elements (1.1, 1.2, 1.3, 1.4, 2.1 etc.).

Candidates should begin completion of the activities in the first course of the program.

Each activity must be documented and inserted in Section 5 of the electronic portfolio in Livetext.

The documentation for each activity must include the reflective summary and additional evidence of participation (i.e., laws, regulations, forms, minutes/agendas of meetings, new documents produced).

Activities embedded in coursework must include the reflective summary along with the assignment submitted to the course professor. Additional evidence may also be included in the portfolio as artifacts to support the student’s participation in the activity.

Upon completion of each activity, the student must record on the final internship log the actual date(s) of completion of the activity.

Candidates must complete all internship activities and documentation in the portfolio prior to the beginning of the internship course.

The candidate and the site mentor will verify the candidate’s participation and completion of the internship activities by signing the final log which will be included in Section 5 of the electronic portfolio.

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Candidates must select at least one activity representing each of the ELCC standard elements (1.1, 1.2, 1.3, 1.4, 2.1 etc.).

ELCC

Standard Description of Activity

Projected

Completion

Date(Month/Year

)

Actual

Completion

Date(Month/

Day/Year)

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

continued 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.

1.1

Develop a PowerPoint presentation appropriate for

faculty, community, staff, and mature students that

summarizes your vision of learning for a school.

Present your plan to stakeholders.

Activity embedded

in ELAD 6103

Ethical Leadership

1.1

Facilitate the planning of parent organization

activities with the president/executive team of the

parent organization. Align activities of the

organization for the coming year with the school’s

goals. Present the plan to stakeholders.

1.1

Implement the plan for revising the school’s vision

statement. Submit the revised vision to the school

leadership team.

1.1

Participate in planning the Back to School

orientation/activities for students. Include age-

appropriate information regarding the school goals

and plans for implementation on the goals. Present

the plan to stakeholders.

1.1 Participate in the development of the school

announcements to articulate the vision of the school

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to the students.

1.1

Assist in the preparation and delivery of

presentations for incoming or new students.

(Beginners day, Kindergarten Orientations, Middle

School Transitions, In-Coming Freshman meetings)

1.1

Update the plans to achieve school goals on the

school’s website OR create a brochure/information

packet for parents for the opening of school.

ELCC Standard Element 1.2: Candidates understand and can collect and use data to identify school

goals, assess organizational effectiveness, and create and implement plans to achieve school goals.

1.2

Develop and articulate a school-based curricular

reform plan that incorporates a shared vision of the

school. Submit the plan to the school leadership

team.

Activity embedded

in ELCI 6423

Middle

School Curriculum

and ELCI 6063

Curriculum

Management

1.2

Gather and analyze information from a school board

member on how test data is used in the school and

district assessment process.

Activity embedded

in ELCI 6063

Curriculum

Management

1.2 Address and implement an authentic academic problem and implement

1.2

Administer the Effective Schools Survey in your building. Write a report that explains the extent to which your school’s faculty, not district, values and practices the criteria in the “Effective Schools Survey.”

Activity embedded

in ELAD 6103

Ethical Leadership

1.2

Attend a district budget hearing. Document

correlation between budget allocations and the

achievement of the school goals.

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

school improvement.

1.3 Plan school-wide professional development program

to improve curricula/instruction.

Activity embedded

in ELCI 6063

Curriculum

Management &

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ELCI 6423 Middle

School Curriculum

1.3

Examine the past year’s professional development

plan and evaluate its effectiveness. Evaluate the

impact the plan has made on staff and student

learning. Using school data, work with the principal to

develop and/or plan the school’s professional

development for the coming year.

1.3

Organize, supervise, and evaluate a school event that

supports the school goals for school improvement

(i.e., a science fair, math fair, language arts festival,

assembly, or career day.)

ELCC Standard Element 1.4: Candidates understand and can evaluate school progress and revise

school plans supported by school stakeholders.

1.4

School assessment project

Working with a team of 3-5 colleagues, complete the

school assessment questionnaire to identify a specific

student achievement to be improved, Develop an

intervention including the focus and goals, teacher

training requirements, a plan for training,

implementation, and monitoring student progress.

Activity embedded

in ELCI 6323

Elementary School

Curriculum

1.4

Review parent survey data to determine areas of

needed improvement. Design and implement an

activity to address one of the identified concerns by

involving parents in the decision making process.

Activity embedded

in ELLCI 6423

Middle School

Curriculum

1.4

Monitor the success of the School Improvement Plan

and make recommendations for

adjustments/direction for the coming year.

Document the effectiveness of the school leadership

team in the implementation of the plan.

1.4

Participate in or facilitate the process of

writing/modifying and sharing the school

improvement plan. Specify how the school vision and

use of data drive this plan.

1.4 Attend a minimum of two school site leadership

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meetings to observe the structure and decision

making procedures. Document the communication

skills of the principal in these meetings, with attention

given to promoting the goals of the school, evaluating

school goals and revising school plans to achieve the

goals. Document the principal’s effort to build shared

commitment from the leadership team. Assist the

principal in following up on agenda items.

1.4

Gather a small focus group or data team to analyze a

particular school need. Lead the discussion as

participants study the data to clearly understand the

problem and brainstorm solutions. Compile the

feedback and suggestions in a report for the principal.

1.4

Hold a focus group of parents and/or community

partners to review the school’s current vision, mission

and improvement plan. Document the suggestions to

promote the vision, mission and improvement plan.

Share results with the principal.

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.

2.1

Design a program for a middle school advisory

program and submit to school leadership team.

Activity embedded

in ELCI 6423

Middle School

Curriculum

2.1

Design and administer a teacher, student and parent

survey or utilize existing perception data from the

school or district. Using the results of this data select

and implement appropriate strategies that will

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capitalize on the diversity of the school community to

improve school programs and culture.

2.1

Revise, implement and monitor an intervention

program for specific students needing support.

Document the effectiveness of RTI (Response to

Intervention) in the school.

2.1

Meet with a school committee to discuss school

climate. Based on the discussion, develop strategies

to improve relationships between diverse groups in

the school. (Staff or students)

2.1

Develop, plan and implement one strategy that will

help substitute teachers promote a positive school

culture, capitalizing on the diversity and

exceptionalities of the school.

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

rigorous, and coherent curricular and instructional school program.

2.2

Conduct a full clinical supervision cycle on a practicing

teacher (preconference, observation, analysis and

interpretation, post conference, and critique).

Activity embedded

in ELLCI 6083

Supervision and

Evaluation of

Teaching

2.2

Review the curriculum standards for one area of the

curricula (i.e., language arts, science, social studies,

mathematics, media, arts, physical education or

music.) Conduct a walk through in the selected area.

Analyze observation data for student engagement,

alignment to the standards, and rigor. Present your

finding to the principal with suggestions for

improvement.

Activity embedded

in ELLCI 6423

Middle School

Curriculum

2.2

Facilitate activities with teachers to develop goals,

objectives, and authentic tasks in one curriculum area.

Activity embedded

in ELCI 6063

Curriculum

Management

2.2 Identify students retained the previous year, and

examine the interventions being used to ensure

student success. Meet with receiving teacher(s) to

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discuss individual plans for improvement.

2.2 Facilitate activities with teachers to write a scope

and/or sequence for a field of study.

2.2

Facilitate activities with teachers to develop a

curriculum notebook of learning experiences to meet

course standards

2.2 Facilitate activities with teachers to horizontally and

vertically align curricula.

2.2

Facilitate activities with teachers to analyze

benchmarks tests scores and other forms of student

assessment scores.

2.2

Facilitate activities with teachers to improve the

curricula/instruction based on student formative and

summative assessments, not limited to state-

mandated assessments.

2.2

Facilitate activities with teachers to revise

curricula/instruction to meet the needs of gifted

students.

2.2

Facilitate activities with teachers to differentiate

curricula/instruction to meet the needs of special

education students.

2.2


curricula/instruction to meet the needs of

underachieving students.

2.2


curricula/instruction to meet the needs of English

language learners.

2.2

Establish a schedule for teacher evaluation process

within the school, including both formal and informal

observations.

2.2

Working with a team at the school, plan and develop

a summer school program to address specific

academic needs.

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ELCC Standard Element 2.3: Candidates can understand and can develop and supervise the

instructional and leadership capacity of school staff.

2.3

Oversee the textbook selection process in your school

or serve on a district level committee responsible for

this process. Document the procedures used and

textbook evaluation process in regards to equity and

diversity.

Activity embedded

in ELCI 6063

Curriculum

Management

2.3 Observe a classroom, collect data, and write a

reaction paper on the observational technique used.

Activity embedded

in ELLCI 6083

Supervision and

Evaluation of

Teaching

2.3

Examine a teacher assessment/evaluation instrument.

Then create an electronic presentation to be shared

with other teachers. Review the instrument

congruent with the principles of supervision and

evaluation useful for the refinement of the

teaching/learning environment.

Activity embedded

in ELLCI 6083

Supervision and

Evaluation of

Teaching

2.3

Conduct three “walk-throughs” in the classroom of a

beginning teacher to identify strengths and needs.

Coach this teacher by helping in the creation of lesson

plans, organization of classroom management, and

monitoring of student progress over a period of four

to six weeks.

2.3

Collect and review lesson plans for three different

grade levels or departments. Note alignment, rigor,

and teacher strategies. Analyze findings and make

recommendations for improvement to the principal.

2.3

Evaluate the mentoring plan for new teachers

implemented in the school during the past year and

interview at least 2 new teachers and at least 2

mentors about the school’s program. Use this

information to refine the mentoring program for the

upcoming year.

2.3 Assist with conducting a thorough curriculum needs

assessment including community members, students,

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parents, and staff/faculty.

2.3

Review teacher evaluation scores/files to determine

areas of need, possible improvement activities and

accountability for determining and documenting

process.

2.3

Attend and participate in 2 mid-year formative

evaluation conferences. Review prior evaluations of

the teacher. Upon completion of the conference

document development and accomplishment of goals

stated.

2.3

Observe 2 different special education classes. Prior to

observation, review the IEP goals of the students in

the class. Interview the teacher after the visit to

discuss differentiation, quality of work,

appropriateness of grade level, and specific learning

accommodations made.

2.3

Work with a group of teachers in a specific subject

area to develop common assessments that align

curriculum standards vertically from grade level to

grade level.

2.3 Facilitate a staff development session to improve

curricula/instruction.

2.3

Observe 2 different SPED classes. Prior to observation,

review the IEP goals of the students in the class.

Interview the teacher after the visit to discuss

differentiation, quality of work, appropriateness of

grade level, and specific learning accommodations for

students in the class. What might the principal do to

support the teacher and/or students?

2.3

Participate in developing a special education needs

assessment (instructional) for both SPED and general

education staff

2.3 Participate in designing staff development in the area

of SPED for both general education and SPED staff

2.3 Design and help conduct a new teacher orientation

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for both general education and SPED teachers

2.3 Participate in conducting a meeting of SPED staff.

2.3

Participate in developing a special education needs

assessment (instructional) for both SPED and general

education staff

2.3

Attend and participate in 2 mid-year formative

evaluation conferences for SPED teachers. Review

prior evaluations and/or observations of the teacher.

Upon completion of the conference, document

development and accomplishment of individual goals.

2.3 Design a professional growth plan for a beginning

special education teacher.

ELCC Standard Element 2.4: Candidates understand and can promote the most effective and

appropriate technologies to support teaching and learning in a school-level environment.

2.4


curricula/instruction to incorporate technology into

curricula.

2.4

Interview the person(s) responsible for the use of

technology in instruction. In addition, interview three

teachers to determine the extent in which the

technology is being used. Explore other sources of

data to indicate the effectiveness of technology in the

school’s program. Develop a plan that will take the

curriculum technology utilization to the next level.

2.4

With the support of the school administrator,

supervise a teacher with respect to curriculum

implementation.

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

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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.

3.1

Analyze quarter absentee and tardy records for one

quarter and research intervention strategies for

improvement. Present this information to the

principal and/or staff, and implement at least one

strategy recommended by the teachers.

3.1

Review student attendance issues identifying

patterns, frequency, and relationship to individual

student achievement. Create a plan that addresses

these issues.

3.1

Project the enrollment of students using the cohort

survival method. Write a staffing plan that would

reflect the information discovered.

3.1

Project the enrollment of students using the cohort

survival method. Write a staffing plan that would

reflect the information discovered.

3.1

Review the district guidelines for managing bus

accidents. Interview district legal personnel about the

principal’s role in this process.

3.1

Research policies and regulations for purchasing

materials and supplies. Fill out and submit orders for

curricular materials and supplies. Receive, gather, and

deliver resources to teachers.

3.1

Participate in annual December Child Count (to

determine number of students eligible for federal

funding)

3.1 Participate in and demonstrate knowledge of the

requisition process for SPED materials and supplies.

3.1

Analyze and review school’s designated and

contracted transportation for students with IEPs

and/or 504 Plans.

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

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technological resources to manage school operations.

3.2

Budgetary Proposal for New Classroom -develop a

formal proposal and budget to add a new class in your

school. This proposal will be presented to the

superintendent and the school board for their

approval.

Activity embedded

in ELAD 6053

Planning and

Resource

Allocation

3.2

District and School Building Budgeting & Expenditures

-analyzing the school-site budget; interviews with

district chief fiscal officer and site principal.

Activity embedded

in ELAD 6053

Planning and

Resource

Allocation

3.2

Conduct a space utilization survey and share results

with administrators. Assist with planning that will

accompany any changes for the upcoming year.

3.2

Investigate and demonstrate knowledge of funding

for SPED from federal, state and local sources in the

district’s budget.

3.2

Participate and demonstrate knowledge of

constructing a SPED budget including salaries,

materials, supplies, and travel for staff development.

3.2 Demonstrate knowledge of completing an Excess Cost

Form (federal form to determine excess cost of SPED).

3.2

Research and demonstrate knowledge of a

Maintenance of Fiscal Effort Form (federal

entitlement).

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.

3.3

Evaluate the school crisis plan according to the

components identified in the Crisis Management Plan

Checklist. Analyze the results of the evaluation and

make recommendations for addressing components

not fully in place with the building level principal or

person designated as the crisis management leader.

Activity embedded

in ELAD 6003

School and

Community

Relations

3.3 Review discipline referrals from the previous year and

summarize the areas needing attention. Make

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recommendations to the principal for improvements

for the coming year.

3.3 Research rules and regulations for student safety on

busses. Conduct and evaluate a bus evacuation.

3.3

Supervise morning and afternoon bus duty for one

week and manage the discipline referrals for that

week. Discuss with an administrator the primary

issues that have occurred, and what interventions will

be implemented to prevent the reoccurrence of these

behaviors.

3.3

Supervise three extracurricular activities (sporting

events, clubs, playground duty, etc.) Note methods of

compliance with legal and safety standards, and make

recommendations for improved supervisory

responsibilities.

3.3

Review transportation routes. Ride the school

neighborhoods. Plan an opening

meeting/presentation for the principal to use as

he/she sets expectations bus drivers at the beginning

of the year.

3.3

Interview school nurse regarding the protocol for

dispensing ADD/ADDHD and other medications in the

school setting.

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

leadership.

3.4

Shadow the SPED director for at least two hours.

Document areas regarding job duties, time

management, relationship to the principals,

responsibilities for staff, etc. Discuss their

perceptions of the effectiveness of the organizational

structure of the SPED classes and of

parent/community involvement. Determine how the

SPED director and staff are involved in decision

making.

3.4 Work with curriculum materials/textbook

representatives as part of a process to choose

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curricular materials.

3.4

Shadow 2 assistant principals from other schools for

two hours each. Document areas regarding their job

duties, as they relate to their role as leader, how their

time is managed, the relationship to the principal,

their responsibilities with staff morale and school

climate and get their perceptions of the effectiveness

of the school’s organizational structure and parent.

3.4

Work with the administrators to appoint a

textbook/curriculum committee and work with the

committee to evaluate and select textbooks and

materials.

3.4

Meet with the school principal to discuss how the

school budget is prioritized, what role the teachers

had in the budget process, and how the budget

addresses the school’s improvement plan. Document

ways the budget creatively seeks new resources to

facilitate learning.

3.4

Document the process used by the principal to

appoint school committees, including Data Teams,

School Leadership Committees, School Improvement

Teams, and Parent Advisory Councils.

ELCC Standard Element 3.5: Candidates understand and can ensure that teacher and organizational

time focuses on supporting high-quality school instruction and student learning.

3.5

Research laws and regulations for extended school

year activities for SPED students. Interview the SPED

director and analyze the extended year activities in

your school.

3.5

Meet with the principal and the key persons

responsible for creating the master schedule to

determine the criteria used to design the schedule.

How does it affect instruction? Does it allow for

teacher collaboration? How? Then actively participate

in the continuing development of the master schedule

ELCC Standard 4

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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.

4.1

Gather and analyze data from parents and teachers

on the middle school concept of “looping” and submit

of your findings to the school leadership team.

Activity embedded

in ELCI 6423

Middle School

Curriculum

4.1

Plan a school celebration, activity, or ceremony

involving the parents and/or community organizations

that will communicate progress toward the realization

of the school’s vision

Activity embedded

in ELCI 6423

Middle School

Curriculum

4.1

Using print and online sources and interviews,

construct a sociological inventory of the makeup of

the school including a description of the economic

factors that shape the local community, the effects of

the economic factors on the schools, and the cultural

diversity within the school community.

Activity embedded

in ELAD 6003

School and

Community

Relations

4.1

Evaluate the local website using the Web Site

Evaluation Tool and compare the local school website

to three award winning school websites. Look for

information regarding the school improvement goals.

Compose a list of recommendations for improving the

local school website in order to improve

communications with all school stakeholders and to

engage the community in supporting the local school.

Activity embedded

in ELAD 6003

School and

Community

Relations

ELCC Standard Element 4.2: Candidates understand and can mobilize community resources by

promoting an understanding, appreciation, and use of the diverse cultural, social, and intellectual

resources within the school community.

4.2 Review the vocational/career education plan for the

school and make recommendations for utilizing

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community resources to support students.

4.2

Attend a PTA/Booster Club board meeting when plans

for events and budget expenditures are discussed.

Analyze the impact of the decisions made in relation

to the school vision and related school improvement

efforts.

4.2 Assist in conducting a workshop for parents in an area

of critical need.

4.2

Document the district process for writing and

acquiring outside resources. Work with a team to

apply for funding locally, through grants, or national

foundations.

4.2

Identify community resources that are currently being

used in the school to support student achievement

and solve school problems. Develop

recommendations for expansion of these services

specifically to help special need populations within

your school.

4.2

Review the district guidelines for the involvement of

the Division of Children and Family Services (DCFS).

Meet with the counselor or social worker to discuss

the results of a case that was referred to DCFS.

Document the principal’s role in this process.

ELCC Standard Element 4.3: Candidates understand and can respond to community interests and

needs by building and sustaining positive schools relationships with families and caregivers.

4.3

Community Survey on School Funding & Allocation of

Resources

Face-to-face interviews with six taxpayers in your

school community regarding their attitudes and

understanding of school funding and how schools

spend money.

Activity embedded

in ELAD 6053

Planning and

Resource

Allocation

4.3 Plan and implement an activity that recognizes school

volunteers for their support during the school year.

4.3 Design a newsletter to be sent to the home of

children with disabilities. Include information

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regarding policies, laws, and procedures for accessing

services.

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.

4.4

Research local rules and regulations and interview a

school official about the school’s policies and

procedures for establishing relationships between the

school and the community. Construct a report of

findings and make recommendations for improving

the involvement of stakeholders in the school’s efforts

to establish relationships stakeholder groups in the

school community.

Activity embedded

in ELAD 6003

School and

Community

Relations.

4.4

Identify a relevant school issue and lead a task force

composed of members representing the diversity in

the community (population, language, disability,

gender, race, socio-economic). The task force should

include five community leaders, five parents, and five

faculty members. The relevance of each member of

the task force must be justified relative to his/her her

role in addressing the school issue and the segment of

the community represented by each member.

Activity embedded

in ELAD 6003

School and

Community

Relations

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.

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.

5.1

Interview a school administrator regarding current

student discipline, policies and legal guidelines of due

process at the school. Survey the types of security

measures currently being used to prevent disruptive

behaviors. Collect, analyze and disaggregate student

discipline data by offense, ethnicity, gender and age.

Activity embedded

in ELAD 6073

School Law

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Summarize the findings and develop a plan to present

to school administration on how to reduce the

number of suspensions and expulsions and prevent

bullying and school violence in school.

5.1

Compare the achievement on your state’s mandated

criterion-reference test of the economically

disadvantaged students with that of the non-

economically disadvantaged students in your building.

Activity embedded

in ELAD 6103

Ethical Leadership

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.

5.2

Gather data on actual supervisory behaviors by

informally observing others in leadership roles.

Complete the Supervisory Interpersonal Behavior

Assessment to determine what interpersonal skills are

valued by supervisors in reality and compare these

practices to the extent that these behaviors should be

valued by a school leader.

Activity embedded

in ELLCI 6083

Supervision and

Evaluation of

Teaching

5.2

Participate with your school administrator in 2 formal

teacher observations. Attend pre and post

conferences with the administrator. Discuss findings

and write up the first draft of the observation reports

for the administrator. In your reflection, detail ways

that you utilized ethical and legal principals.

5.2

Report on the resolution of a dispute between a

parent and the school in regard to a SPED issue.

Identify matters that address transparency, equity,

and diversity issues.

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

equity, and diversity within the school.

5.3 Analyze and provide a solution to a diversity-related

school-based case study.

5.3

Conduct a presentation for the faculty advocating

programs and best practices that promote and

provide equitable learning opportunities for all

students. Collect feedback from the staff through an

evaluation form. Summarize data and list strategies

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for improvement.

5.3

Participate in the teacher interview and hiring

process. Investigate the application process and

district orientation process for newly hired teachers.

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

consequences of decision making in the school.

5.4

Prepare and present a professional development

seminar for faculty and staff regarding laws that affect

the instructional program or school attendance.

Activity embedded

in ELAD 6073

School Law

5.4

Identify three actual situations in which you have

been involved or actions you have witnessed that

have ethical implications. Describe the situations and

note the ethical ramifications inherent in each

scenario.

Activity embedded

in ELAD 6103

Ethical Leadership

ELCC Standard Element 5.5: Candidates understand and can promote social justice within the school

to ensure that individual student needs inform all aspects of schooling.

5.5

Form a committee that involves school

administrator(s), resource officer(s), counselor(s) and

teacher(s). The committee will write a memorandum

of understanding outlining the role of a school

resource officer(s) in their school or district. Include

the officer’s role in education, counseling, and

enforcing school rules and policies. The memorandum

should specifically address when and under what

circumstances the officer will be involved in the

search of students.

Activity embedded

in ELAD 6073

School Law

5.5

Attend 2 IEP meetings. Document the role of each

representative in the meetings. Prior to attending the

meetings, review test data, psychological profile, and

observe the student. Examine the IEP for compliance.

(These meetings must be for students not currently in

your class.)

5.5 Assist in planning, organizing and conducting a

program that specifically serves students with special

and/or exceptional needs. (Parents of autistic

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children support group, §504 workshop, working with

children of poverty workshop for faculty, etc.)

ELCC Standard 6


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.

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

and caregivers.

6.1

Interview the principal regarding the relationships

between central office administrators/supervisors,

the school and the parents. Research and make a

report describing the policy-making process in the

school and the role of the principal in serving as a

spokesperson for students and families in the school.

6.1

Attend 2 school assistance team meetings to

document the IDEA child find process. Note the

responsibility of the Special Education Director in

advocating for students and families.

6.1

Observe 2 discipline hearings. One at the sub-district

(hearing officer) and the second at the district level

(appealed to the board). Document all board policy

and legal implications of each of the discipline

hearings. Determine the role of the principal or other

school personnel in advocating for students.

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.

6.2

Visit a successful school and observe examples of

effective leadership, communication, instruction, and

other factors that researchers have found to be

present in successful school environments. In a memo

to the principal, advocate for a change within your

school to promote student success.

Activity embedded

in ELLCI 6083

Supervision and

Evaluation of

Teaching

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6.2

Interview a School Nurse regarding health procedures

and HIPAA regulations. Document ways the HIPAA

regulations are communicated to the parents and

community.

6.2

Attend 2 school assistance team meetings to

document the IDEA child find process. Note the

responsibility of the principal in this process.

6.2 Present a report at a school board meeting regarding

a curricular topic or issue.

6.2 Present a report at a school-wide parent meeting

regarding a curricular topic or issue.

6.2

Develop a plan for disseminating the implementation

of a new school law or regulation that affects student

learning.

6.2 Participate in conducting the district’s awareness

activities for SPED as mandated by IDEA.

ELCC Standard Element 6.3: Candidates understand and can anticipate and assess emerging trends

and initiatives in order to adapt school-based leadership strategies.

6.3

Interview the school special education compliance

officer and in a report detail his/her duties.

Determine the emerging issues facing your school in

providing equitable learning opportunities for all

students.

6.3

Determine how your district complies with the FERPA

requirements of IDEA and protects personally

identifiable information. Develop a bulletin or other

communication to disseminate to parents on FERPA

requirements.

__________________________________ _________________

Candidate’s Signature Date

_______________________________________ ____________________

Site Mentor’s Signature Date

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APPENDIX C

FINAL INTERNSHIP ACTIVITY LOG

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FINAL INTERNSHIP ACTIVITY LOG

Name ____________________________________________________Date: ___________________

Candidates must complete a minimum of 35 internship activities.

Documentation must be included in the electronic portfolio in Livetext for one or more

activities representing each of the ELCC standard elements (1.1, 1.2, 1.3, 1.4, 2.1 etc.).

The documentation in the portfolio for each activity must include completed reflective

summary information and artifacts providing additional evidence of participation in

each activity listed below.

Additional lines may be added to the following tables as needed to record internship activities.

ELCC Standard 1.0: 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

Description of Activity

Actual

Completion

Date

1.1

1.2

1.3

1.4

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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


Actual

Completion

Date

2.1

2.2

2.3

2.4


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.

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ELCC

Standard

Element


Actual

Completion

Date

3.1

3.2

3.3

3.4

3.5


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


Actual

Completion

Date

4.1

4.2

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4.3

4.4


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


Actual

Completion

Date

5.1

5.2

5.3

5.4

5.5

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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.

ELCC

Standard

Element


Actual

Completion

Date

6.1

6.2

6.3

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I affirm that I participated in each of the internship activities listed above; the documentation in my

portfolio for these internship activities is my work; I completed these activities during the time I was

in the educational leadership program at Arkansas State University.

Signature of Candidate Date

I affirm that I served as the site mentor for the candidate named above and that I am verifying the

candidates’ participation in the internship activities listed on this log.

Signature of Mentor Date

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APPENDIX D

REFLECTIVE SUMMARY

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Reflective Summary for Internship Activities & Program Artifacts Arkansas State University

Description of Activity (refer to the Internship Activity Log) ELCC Standard Element Describe in detail how the activity was planned and implemented. Include the date, location, stakeholders involved and specifics of planning and implementation of the activity. What did you do? Who was involved? Where did this activity take place?

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Describe additional documentation included as artifacts for this activity. Including but not limited to federal/state/local laws or regulations related to the activity; policies; forms; minutes/agendas for meetings; new documents produced. Write a reflective summary of your experiences in planning and implementation for this activity. Respond to the following:

Describe in detail new knowledge and skills gained from participation in this activity. What did you learn about this area of leadership? What did you learn about yourself? What did you learn about your school and/or community?

Describe in detail the challenges you experienced. What did you learn about your school that might need to be changed or improved? How could you have been better prepared for this activity? What would you do differently to improve the outcome? Did you have any “surprises” as you engaged in this activity?

What more do you need to know or learn about your school to be a more effective school leader in this area of leadership?

What do you need to do to improve in this area of leadership?

Who could help you improve in this area of leadership?

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Reflective Summary continued

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APPENDIX E

MENTOR PARTICIPATION FORM

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Mentor Participation Form

Name of the Intern _____________________________________________________________

Name of the Internship School ___________________________________________________

Note: The mentor must be a licensed practicing administrator with a minimum of 3 years of

administrative experience.

Name of Mentor ________________________________________________________

Current Administrative Position ___________________________________________________

Name of School & District _______________________________________________________

Number of Years of Administrative Experience ________________

Number of Years of Teaching Experience _________________

Highest Degree of the Mentor __________________

Work Phone _________________________ Fax _________________________

Mailing Address _________________________________________________________

______________________________________________________________________

Email address__________________________________________________________

______________________________________________________________________

I have discussed the administrative internship experience with the above-named intern. I agree the

intern may work in our building or program and I will supervise the intern.

____________________________________________________________________________

Signature of Mentor Date

____________________________________________________________________________

Signature of Intern Date

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APPENDIX F

COLLEGE LIVETEXT PORTFOLIO

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College LiveText Portfolio

College LiveText is an electronic portfolio system that is accessible through the internet. College LiveText

enables you to demonstrate your development as an aspiring school leader and your leadership

knowledge and abilities. Purchase information and student training modules and support for College

LiveText are available at https://college.livetext.com/. Additional support for LiveText is available at

http://www2.astate.edu/a/education/live/live-text.dot.

Once you have purchased College LiveText and set up your username and password, you are ready to

begin the development of your leadership portfolio. The following directions will assist you in setting

up your portfolio in your LiveText site.

1. Click on the Dashboard tab located on the left side close to the top of the screen.

2. Scroll down to My Work and click on the + New Document icon.

3. In the Folder drop box, select the folder Academic Partnership Portfolios for Educational

Leadership and Curriculum & Instruction.

4. In the Template drop box, select the template Academic Partnership Portfolio-Educational

Leadership and Curriculum & Instruction.

5. Enter a title for your portfolio (i.e., Jane Doe Portfolio-Building Principal; John Doe Portfolio-

Curriculum & Instruction; Susan Doe Portfolio-Special Education Director).

6. Enter a description for your portfolio (i.e., completed Fall 2011).

7. Select Multiple Page Layout.

8. Select Arkansas State University Style set.

https://college.livetext.com/

http://www2.astate.edu/a/education/live/live-text.dot

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9. Click on Save As New Document.

Your portfolio is now located in My Work on the Dashboard page. Use the Edit Properties tab located

over the black bar to the left and at the top of the page to change the title or description of your

portfolio.

The portfolio should include seven sections plus an Authorship and FERPA statement which you should

review prior to submitting your portfolio.

Use the links in the black box on the left side of the page to open each section of the portfolio. Click on

the titles to open each section.

Section 1 is the table of contents and should not be changed.

Section 2 will include your professional credentials. Click on the Edit icon on the right side of the white

area to attach your documents. This will open a text box and allow you to write a description of the

word document or image you are attaching as documentation. Scroll to the bottom of the white section

to attach your images or word files. It is probable you will need to scan your college transcripts and

teaching license and attach the scanned copies. Do not copy and paste your documents into the text

box-use the attachment function.

Click on the Save Changes or Save & Finish icon to save your work in each section. You will be able

make changes in each section afterward.

Section 3 is the Vision of Learning assignment completed in the Ethical Leadership course. Attach your

work as a word file or PowerPoint.

Section 4 is a final report of your internship that will be completed during the Supervised Internship

Course which is the final course in your degree or program of study.

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Section 5 is where you will attach documentation of each internship activity completed since your first

course. This includes the internship activities completed independently and the course-embedded

activities. You will have two documents for each of the 35 activities – the reflective summary and the

artifacts.

Section 6 is where you will attach the Program Artifacts. You will select at least one assignment

completed in your courses. This would include case studies, papers, tests, discussions, etc. Attach your

work as word files. The activities you included in Section 5 are not included in Section 6. You will

complete a reflective summary for each program artifact included in Section 6.

Section 7 is the Closing Reflection that will be completed at the end of the Supervised Internship

Course. Attach your work as a word file.

The Authorship and FERPA statement should be read carefully prior to submission of the portfolio for

review.

Upon completion of your portfolio, you will submit the portfolio by clicking on Submit . At that point,

your instructor will be able to view and assess your portfolio.

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