The Internship for the. Masters in Educational Administration. Maryville University School of Education

Transcription

1 The Internship for the Masters in Educational Administration Maryville University School of Education Revised 1/13 Page 1

2 MARYVILLE UNIVERSITY ADMINISTRATIVE INTERNSHIP HANDBOOK TABLE OF CONTENTS Purpose and Rationale. 3 Internship Overview.. 3 Internship Planning. 3 Internship Proposal and Documentation Internship Proposal Steps for a Successful Internship Experience. 4 Documentation 4 APPENDICES Appendix A: Sample Internship Proposal.. 5 Appendix B: Possible Agenda... 6 Appendix C: Required Internship Experiences... 7 Appendix D: Sample Activities Log..8 Appendix E: Comprehensive Assessment for Mentors Appendix F: Internship Scoring Rubric...11 Page 2

3 MARYVILLE UNIVERSITY MASTER OF ARTS IN EDUCATION/LEADERSHIP INTERNSHIP HANDBOOK Purpose: The internship experience for the Master of Arts in Education/Leadership degree at Maryville University is an essential component of the candidate s preparation for understanding and succeeding in the ever-expanding role of administrative leadership within a school district. The experience is designed to provide focused, hands-on experience with professionals involved in every aspect of the operations and governance of a school. In addition, it is designed to provide context for the candidate in the various systems that contribute to effective and moral school leadership. This experience is intended to integrate the knowledge and skills gained in coursework with the daily challenges of leadership from a school-wide perspective, and to suggest the action that is necessary to gain understanding and appreciation of the work done by all who support the school. The internship experience will consist of a minimum of 150 contact hours, to be completed over the course of the masters program. Internship Overview: The internship experience will consist of a minimum of 150 contact hours, to be completed over the course of the EDL master s program. Candidates are expected to identify a fully certified, practicing Missouri administrator at the school level who will serve as the primary field contact and mentor for the candidate throughout the internship experience. Over the course of the internship, the candidate is expected to work directly with building level administrative leaders representing the various key aspects of school operations and governance. (See DESE experience requirements specified in Appendix C.) The candidate bears a large degree of the responsibility to ensure that his/her internship experience is a high quality and professionally meaningful one. Therefore, as experiences are planned, attention should be given to how the given activity or experience serves to help the candidate develop a clearer picture of how the decision making process works, what local, state and national influences contribute to this process and how district level and school decisions impact the various parts of the organization as a whole. This experience will be an ongoing reflection on the part of the candidate of how his/ her unique strengths can best be activated to serve the mission of the school district. Encompassing this experience will be an ongoing reflection on the part of the candidate of how his or her unique strengths can best be activated to serve the mission of the school district. The candidate will also explore the broader question of how to maintain the integrity of the school s moral mission in the face of the ever-present raft of pressures from both internal and external political, social, economic and cultural sources. Internship Planning: At Maryville University, the internship will be documented and demonstrated in the candidate s portfolio. Beginning with the planning process and the development of the Internship proposal, the candidate must take the lead in securing the approval of the on-site district administrators and university supervisors. An internship proposal must be filed with the candidate s advisor. The proposal will be considered a living document that is adjusted and amended as necessary with the approval of the advisor. Page 3

4 Internship Proposal and documentation: The proposal: meeting) (The proposal has 6 parts and is documented at the initial (1) The proposal page(s), (Appendix A) (2) Possible Agenda for the initial meeting (candidate, on-site supervisor, Maryville University supervisor)(appendix B) (3) Required Internship Experiences (Appendix C) (4) A sample activity log for the internship, (Appendix D) (5) Mentor evaluation form, (Appendix E) (6) Internship Scoring Rubric (Appendix F) The Internship Proposal is a formal description of the plans and tasks that the candidate, the university supervisor, and on-site supervisor have agreed are appropriate for the forthcoming internship. Steps for a Successful Internship Experience: The candidate will: Identify his/her goals with respect to the internship based upon past experience with program goals. Work with the on-site supervisor to identify the actual personnel with whom there will be interaction. Identify key times/projects for intern. Determine which other school contacts might be appropriate. Identify objectives tied to the goals for interface with each appropriate duty for the interactions. Develop an Internship Proposal (a calendar/plan for implementation). Keep records of interactions and a log of time spent. Gain approval of the proposal from the advisor to include a minimum of 150 hours, with significant time occurring throughout the six (6) semesters of the program. Documentation: The organization for documentation of the internship is best left open to the discretion of the candidate. However, that organization must be clear and logical. Within that organizational framework, the ELCC standards must be apparent and documented. Final documentation for the internship must contain the following components: Final approved Internship Proposal Clear time log totaling a minimum of 150 hours Evidence of how the internship experiences have met all goals identified in the approved Internship Proposal, and how components of DESE internship standard 7.0 (see matrix) Reflective piece encompassing the total internship experience Appendix A Page 4

5 SAMPLE INTERNSHIP PROPOSAL PURPOSE The purpose of my internship will be to provide an operational field-based experience in educational administration. The process will allow the application of concepts and practices to administrative areas such as instruction, budget and resources, intellectual development of students, school climate, and parentcommunity relations. My assigned and elective administrative tasks will include activities in the broad areas listed above, plus any other activities suggested by the supervisors. STRUCTURE This internship will be of the extra duty type. A minimum of 150 hours will be devoted to administrative tasks, functions and activities. The site will be (ROCKWOOD SCHOOL DISTRICT), with the primary location being, but not limited to (EUEKA HIGH SCHOOL). Some activities/tasks may require work in the central office administrative building as well as in other buildings throughout the district. The on-site supervisor will be (DR. DAN BEAR). The university supervisor will be (DR. CATHY DESCHAMP). CANDIDATE RESPONSIBILITIES (A) I will be responsible for conducting conferences with supervisors. A date for the initial conference will be. Future conference dates will be determined during the initial conference. (B) I will carry out administrative functions, observations, and exploration opportunities agreed upon by the supervisor(s). (See page 7 for examples of areas) (C) I will maintain a comprehensive log of experiences during the internship. The log will contain, but is not limited to; date, description of activity, length of activity, ELCC standard exhibited, and a reflection of how the experience helped me. Comments will be included suggesting my reaction to experiences and strengths and weaknesses of the internship. (D) I will submit to the university supervisor, in final written form, the portfolio with all approved documentation demonstrating fulfillment of DESE Standard 7.0. Participants attending the conferences will be: (Candidate) (University Supervisor) (On-Site Supervisor) Appendix B Page 5

6 Possible AGENDA for initial meeting Introductions Review of the Internship Proposal Modifications to the original Internship Proposal, if needed Review and discussion of the Activity Log Review of documentation (completed and/or proposed) to serve as evidence of fulfillment of the standards Future plans and timelines Scheduling of future progress meetings Discussion and recommendations Appendix C Page 6

7 Required Internship Experiences at the school level to be Included are: Student discipline Monitoring students Duty assignments Supervision of activities Parent contact (both positive and challenging) School finance Curriculum development Personnel employment and placement Non-certified evaluation Certified evaluation Assessment and Data Collection MSIP Student Services Buildings and Grounds Transportation Communications through newsletters or phone contacts Professional Development Special Education DESE, CSD, and SSD Page 7

8 Appendix D SAMPLE ACTIVITIES LOG The Activities Log provides a record of the date and time of the 150 hours that are needed to meet the requirements of the Maryville Internship course (EDL 602). Record the information on a daily or a activity occurs basis. Duplicate the log for use throughout the internship experience. The log will be reviewed during the on-site meetings and then handed in as part of the required documentation for the Internship. Date Time Cum. hours Description of activity 7/2/10 2 hrs 2 Attended monthly principals meeting at Central Office with Dr. K 7/3/10 1 hr 3 Set up interviews for prospective teachers for summer school with director of human Resources ELCC Comments (optional) Standard 2,1 I was pleased to see that the meeting focused on professional development on data analysis with ample opportunity to actively process information and discuss implications with other building leaders throughout the district. 1, 3 This gave me an opportunity to manage the beginning hiring of qualified personnel using my vision of the needs of the school and then apply management techniques. In addition, a comprehensive reflection of the total experience, at the conclusion of the internship, is required to fulfill the obligations of Standard 7. Page 8

9 Appendix E Masters in Educational Leadership Program Comprehensive Assessment for Mentor Candidate Supervisor/Rater Date Instructions: Please rate the candidate on the items listed below. The definitions of the skills have been provided. These are the types of skills that the Administrative Licensure Assessment (SLLA) will be evaluating. This rating will comprise 20% the candidate s grade for the Administrative Internship course. Information will also be used to provide feedback to the candidate and to assist in preparation for the Administrative Assessment Exam. The ratings are as follows: Exceeds Expectations 4 Meets Expectations 3 Practice Recommended.2 No opportunity to observe N LEADERSHIP N Leadership is defined as the ability to get others involved in solving problems; recognize when a group requires direction; interact with others effectively and to guide them to the accomplishment of a task. A willingness to be assertive and to direct the actions of individuals and groups is an essential characteristic of successful school leadership. JUDGMENT N Judgment is defined as the ability to reach logical conclusions and make high quality decisions based on available information; skill in identifying educational needs and setting priorities and evaluating the importance of information. The participant needs to remember that some issues and problems have higher priority than others and to exercise caution when dealing with unfamiliar things. PERSONAL MOTIVATION N Personal motivation is defined as the need to achieve in all activities attempted; evidence that work is important to personal satisfaction; to be self-policing. EDUCATIONAL VALUES N Educational values are defined as the possession of a well-reasoned educational philosophy; receptiveness to new ideas and change. It is important that other s know what it is that school leaders believe is important; how they see the world. This is important not only because it enhances communication, but also because it sets the necessary tone. Page 9

10 PROBLEM ANALYSIS N Problem analysis is defined as the ability to seek out relevant data and analyze complex information to determine the important elements of a problem or situation; searching for information with a purpose. Learning to focus attention on information before taking action is important in problem analysis. DECISIVENESS N Decisiveness is defined as the ability to recognize when a decision is required (disregarding the quality of the decision) and to act quickly. It is imperative that school leaders respond to problems, people, and crises in a timely manner. ORGANIZATIONAL ABILITY N Organizational ability is defined as the ability to plan, schedule, and control, the work of others; skill in using resources in a optimal fashion; ability to deal with a volume of paperwork and heavy demands upon one s time. STRESS TOLERANCE N Stress tolerance is defined as the ability to perform under pressure and when there is opposition; to think on one s feet. ORAL COMMUNICATION N Oral communication is defined as the ability to make a clear presentation of facts and ideas. WRITTEN COMMUNICATION N Written communication is defined as the ability to express ideas clearly; to write appropriately for different audiences students, teachers, parents, other community members, and supervisors. Concise logical letters and communications to the outside world of parents, community, Board of Education, agencies, and commercial interest contribute to the effectiveness of the school leader. It is equally important that written messages sent to school district or building level personnel be clear, polite, and to the point, leaving no room for misunderstanding. Grammar, syntax, and spelling must be correct in all written communication. SENSITIVITY N Sensitivity is defined as the ability to perceive the needs, concerns, and personal problems of others; skill in resolving conflict, tact in dealing with persons from different backgrounds knowing what information to communicate and to whom. RANGE OF INTEREST N Range of interest is defined as the competence to discuss a variety of subjects, (educational, political, economic, current events); demonstrated participation in a variety or activities. It is important that school leaders be able to relate to a wide array of persons and groups and reveal an ability to meet people on their ground. COMMENTS AND RECOMMENDATIONS: Please make any recommendations to enable the candidate to further develop the skills needed to be a successful building and or district level school leader. Page 10

11 Appendix F: Administrative Internship Scoring Rubric Maryville University Masters in Educational leadership Internship Project Rubric Name of Candidate University Advisor Date of Submission Date Scored Final Grade The following scoring rubric will be used to assess your Internship and cumulative Capstone Project. To receive a Pass in the course, you must receive an 80% or 80/100 points. PRIMARY AREAS OF EVALUATION CONTENTS (30%) Each candidate will select artifacts and all experiences from the internship experience for the required DESE model of experiences. The artifacts will be evaluated by the university scorer for appropriateness and depth of understanding of how the artifact illustrates an increased knowledge of the administrative function. REFLECTIONS (30%) The university scorer will evaluate the depth of the reflections written throughout the internship. The reflections provide an opportunity for the candidate to evaluate each experience, (1) provide an explanation of why the candidate chose each activity, (2) explain how the experiences helped the candidate grow and (3) give an explanation of how the candidate will use the experience in their future administrative career. ORGANIZATION (10%) The university scorer will review the organization of the internship portion of the portfolio for compactness, logical flow, clearness and conciseness, and appropriateness of details. WRITTEN EXPRESSION (10%) The university scorer will evaluate grammar, evidence of careful editing, spelling, and the use of a professional vocabulary. MENTOR S EVALUATION (20%) The Mentor s evaluation will be used to determine the candidates growth as a future administrator from the beginning of the internship experience. Page 11

12 MARYVILLE UNIVERSITY SUPERVISOR SCORING FORM (INTERNSHIP) A checkmark indicates intern has demonstrated mastery of the activity. No checkmark indicates not observed or did not successfully complete the activity. Area/ Evaluation Content 60 pts. Activity Content Intern gained final approval of the proposal from the advisor and mentor to include a minimum of 150 hours Intern provided documentation of leadership experiences with ALL aspects of building and district level leadership as detailed in the Required Experiences section of this handbook Intern addressed ELCC standards for each task and accurately applied each. Intern identified key times and projects Intern provided a clear time log for 150 hours Descriptions of the included leadership tasks were clear, concise and described each activity Comments Reflection 60 pts. Comments Reflections Intern provided evidence of deep and insightful understanding of the various aspects of building and district level school leadership Intern shows evidence of careful thought and thorough reflection Intern showed how internship experiences applied to current practice and/or improvement planning Intern provided thorough discussion of insights and/or synthesis of learning Intern provided evidence of the implications for continued professional growth Intern provided a reflective piece encompassing the total internship experience Organization 20 pts. Organization Intern developed all parts of the standard, including the activity log, reflections, Internship Proposal, and calendar/plan for implementation. Intern keeps accurate records of interactions and a log of time spent on activities Intern log has a tight organization, logical flow, and is clear and concise Consistent and appropriate use of details to support ideas ELCC standards addressed by each task are identified and accurately applied. Page 12

13 Comments Written expression 20 pts. Comments Written Expression Intern used correct grammar and accurate spelling Log and reflections are free from distracting errors and shows careful editing Intern used a professional vocabulary Descriptions of the included leadership tasks were clear, concise and aligned to the goals of the approved Internship Proposal. Mentor Evaluation 40 pts. Comments Mentor s Evaluation Intern insured that school mentor received the evaluation, filled out evaluation, and returned to the university supervisor Intern assumed full responsibility for arranging and conducting periodic on-site conferences during the internship with mentor and/or university advisor Intern provides complete agenda and facilitated meetings Intern actively sought constructive criticism/feedback and developed specific action plans to incorporate supervisor suggestions. Intern engaged in active self-reflection during meetings and sought guidance for intermediate goal setting. Page 13

14 MARYVILLE UNIVERSITY EDL INTERNSHIP FINAL GRADE CALCULATION TABLE PASS/FAIL INTERNSHIP COMPONENT POINTS POSSIBLE POINTS EARNED Content 60 Reflection 60 Organization 20 Written Expression 20 Mentor s Evaluation 40 TOTAL 200 A passing grade of 80% is required. 80% = 160 points. Page 14