Doctor of Education Program In Educational Leadership Superintendent Internship Guide ED 658 & 659

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1 Doctor of Education Program In Educational Leadership Internship Guide ED 658 & 659 School of Education 84 West South Street Wilkes-Barre, Pennsylvania Edition

2 Table of Contents Certification Program Requirements... 3 Field Experience and Intern Hours... 4 Internship Overview... 5 Ed.D. Leadership Competency Areas and PDE Standards... 7 Internship Proposal... 8 Intern Responsibilities Intern Evaluation Ed.D. Leadership Competency Portfolio Internship Final Project

3 Forms and Reference Documents Appendix A Internship Application Appendix B Wilkes Field-Based Project Requirements with Field Hours Appendix C Internship Log Appendix D Field-Based Project Rubric Appendix E Internship Rubric Appendix F PDE Requirements for the Letter of Eligibility...29 Appendix G PDE Standards, Framework, and Guidelines for the Program 31 Appendix H Key Elements for an Aligned Educational System for Improved Student Achievement 43 Appendix I Appendix J Pennsylvania s Code of Professional Practice and Conduct for Educators...44 Memorandum of Understanding Agreement

4 WILKES UNIVERSITY Letter of Eligibility Certification Program Requirements Introduction This post-master s program will enable students to serve as a district superintendents or assistant superintendents upon the successful completion of all program requirements, in addition to the successful completion of all PDE certification requirements. 1. Students in this program must complete all application procedures for admission related to their specific program of study and meet that program s admission criteria. 2. Students must possess and provide evidence of an earned Master s degree to be admitted to this program. 3. Doctoral students enrolled in the Doctor of Education in Educational Leadership will complete the coursework for this certification if selecting the K-12 Administration Specialization. 4. An applicant who possesses a Master s degree or an earned administrative or supervisory certificate may elect to apply for admission as a non-degree student seeking superintendent certification-only. For these students, up to 42 credits may be required to earn the certificate. 5. Students may transfer up to 12 post-master s credits pending an evaluation of official transcripts from accredited institutions for comparable courses. The minimum number of credits that must be taken at Wilkes in the s Certification program is 30 credits, based on 12 transfer credits. If an applicant holds a master s degree in some area other than Educational Leadership or School Administration, the number of required credits could be higher. 6. To be eligible for certification at the end of this program, students must provide evidence of six years of teaching experience, not less than three of which shall have been in a supervisory or administrative capacity. Note: The certification for assistant district superintendent was discontinued in 2011 and is no longer issued by PDE. PDE will only issue this specific certification for students enrolled in the Educational Leadership program before the fall, 2009 semester who have successfully completed program requirements. Please contact the program s administrative assistant for information. 3

5 Field Hours and Intern Hours The current guidelines for superintendent certification require that the professional education program provides evidence that Letter of Eligibility candidates are assessed and demonstrate their knowledge of and competence in applying the fundamental concepts of school administration during a minimum of 360 hours [beginning with students admitted in fall for students admitted prior to this time the number is 180 hours] of participation in authentic simulations, field experiences, and an internship including: completion of identified role expectations, performances at diverse settings and educational levels, completion of customized projects that address identified needs of the candidates, use of current research and best practices, participation in a 180 hour [beginning with students admitted in fall 2009 for students admitted prior to this time the number is 90 hours] internship. Specific guidelines for Field-Based Project Requirements, rubrics, and log appear in Appendix B. The Internship Rubric appears in Appendix E. The following courses have required field experience or intern hours that take place over the 12 month life cycle of the school year: Course Number Course Title Students admitted before Fall 2009 Students admitted after Fall 2009 ED 623 Educational Technology Leadership ED 625 Professional Development & Supervision ED 650 Curriculum, Instruction, & Assessment ED 652 Special Education Administration ED 654 School Finance & Facilities Administration ED 658 Advanced Studies in School District Leadership 30 (Intern Hours) 90 ED 659 Internship (Intern Hours) 90 (Intern Hours) 90 Total Hours

6 Internship Overview Purpose The purpose of the internship for the s Letter of Eligibility is to provide the student with an opportunity for meaningful, competency-based administrative experiences at the central office level. These experiences will enable the student to 1. apply the knowledge and skills acquired through coursework and previous field-work to the actual problems and day-to-day administrative duties faced by superintendents, 2. integrate the knowledge and skills from prior learning experiences to address and resolve new situations, 3. become involved in innovative projects, routine management functions, and problembased activities of school district administration. This internship program will provide opportunities for students to synthesize and apply knowledge to develop the skills and dispositions identified in consonance with PA Department of Education (PDE) Standards for s through field work in school and district settings. The internship program is planned and guided cooperatively by and cooperating school district personnel for graduate credit. This internship must be executed at the district level, with a broad range of Pre-K through Grade 12 and central office administrative experiences. Prerequisites The superintendent internship is the culminating field-based experience for students enrolled in the K-12 School Administration Specialization within the Ed.D. program in Educational Leadership or in the s Certification Program at. Students must have successfully completed all required coursework in these programs with the minimum required G.P.A. for that program. General Requirements of the Internship Each student will develop an internship proposal based on an assessment of the Leadership Competency Portfolio, which is compiled throughout the major program of study. The portfolio will undergo a preliminary assessment during ED 658 Advanced Studies in School District Leadership. This assessment will guide the development of the Internship Proposal, which will outline the tasks and performances to be undertaken in the internship experience, as well as determine a project that each superintendent candidate will complete within the district. During ED 658, a needs assessment will take place within the district under the guidance of the mentoring administrator and course instructor to determine the focus of the project, which must be related to improving student achievement. In ED 659 Internship, the proposal will be refined to address the student s strengths and needs and aligned to the competencies to be achieved by the culmination of the 5

7 Internship. Upon acceptance of the proposal, a contract exists between the intern and the internship site, as well as between the intern and the University. Interns are expected to fulfill this contractual agreement even if more hours are necessary than originally anticipated. A district level internship experience is required. Procedures 1. The student will schedule a meeting with the program faculty mentor at least one semester in advance of registering for the internship course. The student and the faculty mentor will review the student s coursework and performance, to date, to determine eligibility and to determine the specific settings and field-based experiences that will best achieve the s Letter of Eligibility and the Ed.D. Leadership Competencies and Standards, as set forth by the Pennsylvania Department of Education (see Appendix E). At this time, the process will be initiated. 2. The student will submit the application for internship (see Appendix A) after approval to register for intern hour courses. 3. As part of ED 658 Advanced Studies in School District Leadership, the Leadership Competency Portfolio will be compiled and assessed by the student and course instructor. This preliminary assessment will guide the development of the Internship Proposal, which will outline the tasks and performances to be undertaken during the internship experience and the field-based project with input from a mentoring administrator at the superintendent or assistant superintendent level. 4. It is the responsibility of the student to identify the internship site and to secure a districtlevel administrator within the central office who agrees to serve as the mentoring administrator. This administrator will then serve as the mentoring administrator for the internship. A letter from the school district conveying approval of the internship from the district school superintendent must be submitted with the application. 5. After the application and superintendent s approval letter have been submitted by the student to the faculty mentor, the education department chair or a designee will then review the application for approval. 6. After the mentoring administrator has been secured, the internship proposal will be developed by the student with input from the mentoring administrator and the course instructor. Internship Proposal & Leadership Competency Portfolio Mastery of the Ed.D. Leadership Competencies and PDE Standards for s must be substantiated with supporting evidence provided by students throughout their coursework and during the internship. The Internship Proposal will outline the tasks that will be completed by the student to demonstrate mastery of the competencies and PDE Standards, the project to be executed within the district, the evidence to be provided, and the experiences that will address the student s strengths and needs during the internship. Courses ED 658 and ED 659 are the 6

8 culminating experiences of the K-12 Administration Specialization in the doctoral program and the capstone courses for superintendent certification students. The experiences and evidence included in the Internship Proposal will be determined collaboratively by the university supervisor, the student, and the mentoring administrator. This evidence will be compiled as part of the Leadership Competency Portfolio by the student to serve as documentation of the student s knowledge, skills, and dispositions to effectively perform administrative and leadership duties at the district level. A general plan for addressing the Ed.D. Leadership Competencies and PDE Standards must be briefly described in the internship application, as well as a preliminary idea for the project. A tentative schedule as to how the intern will meet the required internship hours must also be described. In addition, the student must convey how the internship will be beneficial to the district to ensure that the experience is both meaningful to the student and to the school district. Ed.D. Leadership Competency Areas and PDE Standards Wilkes Leadership Competencies School Administration PA Leadership Standards for s Core Standards Corollary Standards 1. Ethical decision-making & leadership practice X 1 1, 4, 5 2. Program development & management X 2, 3 3. Curriculum design & instructional leadership X 2, Professional development & supervision X 1, 3, 6 5. Communication & public relations X 3, 5 6. Financial & material resource utilization X 2 7. Labor relations & negotiations X 2, 4 8. Principles of board relations & governance X 1, Strategic planning & policy determination X 1, 2, 3 2, Management of crises & innovation X 3 2 7

9 Internship Proposal The internship proposal must be developed by the student in collaboration with the university instructor and the mentoring administrator. The university instructor is the person who approves the final proposal and checks for its correlation to Ed.D. Leadership Competencies and PDE Standards before it is submitted for signatures. After the proposal is revised to the mutual satisfaction of the instructor, the mentoring administrator, and the student and is in its final form, each individual must sign that the proposal is completed and acceptable. Internship Proposal Format Section A. Introduction This section consists of an introductory page identifying the student, the administrative position for which the student is preparing, and the setting and circumstances in which the proposed internship will be conducted. A copy of the Internship Application (see Appendix A) is required in this section. A resume must be included in this section. Section B. Leadership Competency Matrix This section identifies the specific tasks, leadership behaviors, projects, and experiences the student will demonstrate or engage in to achieve the Ed.D. Leadership Competencies and the PDE Standards for s. A brief narrative should be provided that will be expanded upon in the Leadership Competency Portfolio. Students should construct a matrix that lists 1) the leadership competencies, 2) the tasks, leadership behaviors, projects, and experiences related to each of the specific competencies as aligned to specific PDE Standards, 3) the leadership tasks, experiences, behaviors, and the project planned for the internship that will address specific leadership competencies and the needs of the district. Section C. Narrative A narrative of item three (above) should follow and include the supporting evidence to be gathered in the internship. This evidence is to be provided in the Leadership Competency Portfolio at the culmination of the internship experience. The internship project must address an area of need in the district related to student achievement. The project must be one in which the student will take a leadership role and complete during the internship. It should be described in detail in this section. 8

10 Assessment Evidence: The project s activities must include one or more of the following as assessment evidence (E), as prescribed by the PDE: (Note: Refer to Appendix F, p. 26 for additional details). This should be identified and described in the narrative. E.1. Action-based research project designed to improve student achievement E.2. Development and implementation of curriculum project focused on improving student achievement E.3. Tools Project (application of current tools endorsed by and made available by PDE) E.4. Multiple measures of data project focusing on student achievement E.5. Case study focusing on improving student achievement Section D. Assessment A Field-Based Project Rubric is included in Appendix D and is to be used by the mentoring administrator and course instructor to evaluate the intern. The development of additional assessment tools and procedures appropriate for the specific tasks and projects related to the internship may be further developed in conjunction with the university instructor and the mentoring administrator. Assessments should be tailored to the specific tasks and projects developed as part of the internship and must evaluate the student s attainment of the competencies and related PDE standards. All parties must agree on the assessment criteria and procedures with the university instructor issuing the course grade. Target dates when the assessment(s) are to take place must be contained in this section along with the assessment measures that will be applied to verify the completion and level of mastery for each task or project. Assessments may include but are not limited to Evaluation of the internship project s evidence (E1-E5) Examination of intern s field experience log and supporting evidence Conferences with university instructor Conferences with mentoring administrator Comprehensive self-assessment School district mentoring administrator s evaluations University instructor s evaluations Other relevant assessment evidence A final report analyzing the internship experience Section E. Internship Expectations Students should provide an explanation as to how the tasks, leadership behaviors, projects, and experiences will 1) benefit the school district or other educational agencies, 2) benefit the student by achieving the leadership goals to which he/she is aspiring 3) address areas of professional growth identified previously as needing development, 9

11 Intern Responsibilities Subsequent to the approval and grading of the internship, the intern is responsible for 1. Upholding Pennsylvania s Code of Professional Practice and Conduct for Educators (see Appendix H) and the Standards for s (see Appendix F). 2. Maintaining all necessary written records of the internship experience to include a log containing a personal reflection of internship activities. 3. Providing the mentoring administrator with copies of rubrics needed and course syllabi. 4. Submitting the log and evidence to the university instructor after review and signature by the mentoring administrator and submitting completed rubrics from the mentoring administrator to the course instructor. 5. Maintaining regular communication with the university instructor and mentoring administrator and providing them with all necessary materials in a timely manner. 6. Communicating regularly with the university instructor on the progress of the internship and to schedule site visits. 7. Participating in professional tasks and in the development of projects, as determined in the proposal or as suggested by the university instructor and mentoring administrator. 8. Conducting a comprehensive and reflective self-assessment of the internship experience at the conclusion of the internship. Field Experience Log The Field Experience Log is intended to provide a dated record of all administrative and leadership tasks and activities involved in the internship (see Appendix C). The intern should complete a log entry for every day during which time is spent on the internship. Field experience log entries should be kept in chronological order. The entries should be completed with enough detail to provide the necessary information to serve as a useful reference throughout the internship. It is recommended that the logs be kept electronically with any corresponding evidence of tasks and activities that are completed. The logs and evidence will provide verification of the tasks completed throughout the internship. The intern will review this documentation in meetings with the university instructor and mentoring administrator. Logs will be submitted as directed by the instructor. 10

12 Intern Evaluation The intern s evaluation will be conducted by the university instructor in conjunction with the mentoring administrator and be the definitive evaluation of the intern s performance and attainment of Ed.D. Leadership Competencies and PDE Standards. The Field-Based Project Rubric (Appendix D) will be completed by the mentoring administrator and returned to the instructor at the end of the semester. This rubric and the Internship Rubric (Appendix E) will be used for the evaluation by the university instructor. The final evaluation of the intern will not be completed until the mentoring administrator s evaluation is received and the intern s final project, self-assessment, and Leadership Competency Portfolio are submitted. Periodic reviews of the intern s progress will be held with the intern at meetings scheduled at points midway and at the end of the semester. 11

13 Ed.D. Leadership Competency Portfolio Introduction Each doctoral student in Educational Leadership is required to compile and construct an electronic Leadership Competency Portfolio (eportfolio) that provides evidence of mastery of specific leadership competencies. The portfolio should demonstrate alignment of Ed.D. Program Leadership Competencies with Pennsylvania Department of Education (PDE) Core and Corollary Standards, if applicable, substantiated with supporting documents provided by the student. This portfolio is a cumulative collection of specific instructor-designated assignments found in course syllabi and student-selected work samples from the Leadership Core courses, major coursework, and the internship courses. It is turned in for review at the end of the major coursework prior to beginning the internship course specific to the student s major (ED 639, 659, or 668/669), and prior to taking the Doctoral Comprehensive Examination. For K-12 Administration majors seeking superintendent certification, this portfolio is reviewed as part of ED 658 course requirements and finalized as part of ED 659. Purpose of the Portfolio The portfolio should accurately reflect the quality of work produced by the student in the Educational Leadership program, including work produced during the internship. The portfolio satisfies institutional assessment needs as well as program assessment needs by serving as evidence of the student s knowledge, skills, and dispositions to effectively perform administrative and leadership duties at the district level. The portfolio will also afford students the opportunity to produce a showcase portfolio for use in seeking employment. As part of the showcase portfolio, students may include samples of work from transfer credit courses in addition to assignments from Wilkes courses other than those designated in course syllabi. Construction of the Portfolio As a general guide to the construction of the portfolio, students should construct a matrix that lists: 1) the Ed.D. Leadership Competencies; 2) the tasks, projects, and experiences related to each of the specific competencies as aligned to specific PDE standards completed in courses ED 658 and ED 659 with supporting evidence; 3) the tasks, projects, and experiences planned for the internship that will address specific competencies and standards where areas of need as well as strengths, are indicated. 12

14 Internship Final Project The intern is to prepare a cover page without a page number as follows: has completed his/her internship documenting the attainment of (Name of Intern) Ed.D. Leadership Competencies & PDE Standards and it has been found acceptable. SIGNED: DATE: Mentoring Administrator SIGNED: DATE: University Instructor (Number subsequent pages in the upper right corner of the page.) ************************************************************************************ Section I: Internship Proposal Introduction Internship Competency Matrix & Narrative Assessment Internship Expectations Section II: Internship Artifacts Internship Field Experience Log Copies of all logs previously submitted to the university instructor and mentoring administrator are to appear in this section in chronological order. All required signatures must appear on the final logs. Evidence of Competencies & Standards A final copy of the matrix--revised and in finalized form--is to appear first, followed by a narrative that describes the specific tasks, leadership behaviors, projects, and experiences that addressed each Ed.D. Program Competency and PDE Standards. The evidence, pertinent materials, and artifacts to document the attainment of these competencies and guidelines are also to be included and clearly labeled indicating the evidence provided as required by the PDE related to the internship project (E1-E5). 13

15 Section III: Assessments Evaluations Any evaluative materials from the university instructor and mentoring administrator are to be placed in this section, including scored rubrics. Reflective Self-Assessment The intern is to compose a comprehensive, reflective self-assessment of the internship experience (ED 658 & ED 659) at its completion. This self-assessment should be in narrative form and contain an appraisal of the intern s achievements and future areas of professional development. The self-assessment should also include an overall summary of the internship describing what the intern learned from the experience. The most rewarding and most challenging areas of one s internship should be included in the self-assessment. This self-assessment should be a maximum of three double-spaced pages. 14

16 Reference Documents And Internship Forms 15

17 Appendix A WILKES UNIVERSITY Internship Application (Must be completed for enrollment in course ED 658) Student Name: Date of Application: WIN (Wilkes ID #): Student Address: Contact Information: Phone Years of Experience: Teaching Administration Work Information: Institution name, address, and phone number Faculty Mentor: Internship Site (if different than above): Institution name, address, & phone number or Head of Institution where internship will take place: Mentoring Administrator & Contact Information (include phone number & ):

18 Internship Plan Provide a description of a general plan that includes the tasks and experiences that will fulfill the competencies for the internship, as well as a proposed internship project that will meet the needs of the district. Outline a tentative schedule and timeframe to meet the required internship hours Explain how you envision that your internship tasks will result in benefits to the school district or educational institution Student Signature: Date: Faculty Mentor Signature: Date:

19 Program Office Use All required coursework completed prior to Internship Courses in progress Courses to be completed during internship Approval from District or Institution Head received: Approval given Approval denied with plan to address deficiencies Comment: University Official:

20 Appendix B Field-Based Project Requirements with Field Hours Students will complete 360 hours of field work by completing 180 hours in coursework and 180 hours in an internship over the 12 month life cycle of the school year. The mentoring administrator is required to be with an experienced practicing administrator with a minimum of three years satisfactory experience at the certification level sought. 1. The designated field experience hours for this course are to be addressed in a field-based project specific to the school or district at which the field experience is taking place and specific to the key PDE core and corollary standards addressed in this course. 2. A field experience log, which follows, is to be maintained and completed by the student to document the required field hours related to activities conducted at the school or district site. The majority of these hours must directly relate to the field-based project. 3. The field-based project must be developed in conjunction with the course instructor and an identified site-based administrator (mentor) holding a K-12 leadership position equivalent to that of the student s intended certification (i.e. assistant principal/principal for principal certification or assistant superintendent/superintendent for superintendent certification). 4. The identified mentor does not have to be the same individual for every field experience but does have to be at the appropriate certification level. The mentor should have expertise in and oversight of the area related to the field-based project. 5. The field-based project must relate to the course objectives and the corresponding PDE standards. 6. The project s design must directly or indirectly strive to improve student achievement based on the needs of the school or district. For superintendent candidates, the project must be at the district level in its scope and reflective of the roles and responsibilities of central office administrators. For principal candidates, the project must be school-based and reflective of the role and responsibilities of the building administrator. 7. The field-based project is to include a proposal with components of one or more of the following types of assessment evidence (E) designated by the PDE: E. 1. Action-based research project designed to improve student achievement E. 2. Development & implementation of a curriculum project focused on improving student achievement E. 3. Tools project (application of current tools endorsed by and made available by PDE) E. 4. Multiple measures of data project focused in student achievement E. 5. Case study focusing on improving student achievement 19

21 Project Proposal Requirements 8. The student must have the proposal completed and evaluated by deadline set by the instructor, typically before the mid-point of the semester. The student cannot begin the project s activities until the proposal is approved. 9. The student and mentor will review the project proposal and the mentor will evaluate the proposal using the field-based project proposal rubric. The student is responsible for submitting the proposal and assuring that the mentoring administrator s completed rubric is received by the course instructor by the set deadline. The course instructor will then evaluate the proposal. 10. The proposal should include the following: a. The name of the mentor and position, district, and contact information b. Project title, description, & timeline c. Project goal(s) and objectives aligned to the PDE core and corollary standards in a matrix-format d. Justification as to how the project will strive to improve student achievement based on the needs of the school or district. Clearly describe the tasks/project to be completed. e. The evidence (E 1-5) that will be provided attesting to the attainment of the project goal(s), objectives, and PDE standards, as well as the fulfillment of the designated field experience hours. Final Project/Course Requirements 11. All logs and the final project will be submitted as directed by the course instructor. 12. The student and mentor will review the final project and the mentor will evaluate the project using the project rubric. 13. The fulfillment of the designated field experience hours must be documented, verified by the mentor, and submitted to the instructor or an incomplete will be issued. 14. The student will submit the final project, the signed logs, and the mentor s rubric to the course instructor. The course instructor will then evaluate the final project and logs using the project rubric. The course instructor will issue the grades for the proposal and the final project and determine the grade for the course. 20

22 Appendix C Internship Log Name: Semester/Year: Page: Course: Instructor Signature: Date: Total Hours: On-site Administrator Signature: Dates Time/ Hours Task Description & Analysis (summarize similar tasks and analyses) Wilkes Leadership Competency PDE Standards (Certification Candidates only) Task: Analysis: Task: Analysis: Task: Analysis: Task: Analysis: 21

23 Appendix D Field-Based Project Rubric (To be completed by the mentoring administrator) Student Name: Date: Mentoring Administrator Name & Title: Signature of Mentoring Administrator: (Note: Signature Designates Acceptance of Field Placement Student) Part 1 Exceeds Expectations 2 Meets Expectations 1 Proposal Inadequate Comments Rubric 0 Project title, description, & timeline were complete and detailed. Project goal(s) and objectives were aligned to the PDE core and corollary standards in a matrix-format. An explanation as to how the project will directly or indirectly improve student achievement specific to the school or district was provided. Project Proposal Total Points Earned: Proposal Accepted & Evaluated by: Signature of Evaluator: Part 2 Excellent 4 Very Good 3 Average 2 Final Project Rubric The evidence met the project s goal(s), objectives, and PDE standards as identified in the proposal. Field hours and corresponding tasks were verified with a log to meet the required number of hours set in the course. Justification was provided as to how the final project directly or indirectly improved student achievement to meet the needs of the school or district. A descriptive analysis of the final project and its results were provided with conclusions and recommendations derived from the analysis. Final Project Total Points Earned: Evaluated by: Signature of Evaluator: Poor 1 22

24 Appendix E Internship Rubric (To be completed by the course instructor) Intern: Course: Semester: Evaluated by University Instructor: Overall Values Element Points Due Date Status Points Earned 1. Internship Application 5 2. Internship Proposal Internship Log with Analysis Internship Final Project Field-Based Project Rubric Leadership Competency Portfolio 20 Total 143 Total Points Earned 1. Internship Application Criteria Point Value Points Earned Completed as per directions 4 Confirmation from site received 1 Total Points Earned 2. Internship Proposal (16 points) Sections Section A: Introduction 4-3 Completed as per guide written clearly and concisely with few APA errors 2-1 Missing some information writing mostly follows APA conventions 0 Required information is not evident in proposal with significant writing errors evident. Section B: Matrix Section C: Narrative Section D: Tasks/Projects w/ planned assessment evidence indicated (E1-E5) Total Points Earned 23

25 3. Internship Log (30 points) Elements Chronological log entries are entered for the dates & times spent on the internship Entries are completed with enough detail to provide information to serve as a useful reference throughout the internship. Tasks are entered into the log and analyzed with corresponding evidence referenced or provided, as needed. Overall, the log provided an organized, dated record of leadership tasks and activities. Total Points Earned 7-5 Entries are well organized and clearly sequenced. 7-5 All entries contain sufficient detail to provide information about the internship tasks 8-5 Analysis of tasks conveys learning related to competencies or standards and is substantiated with identified evidence 8-5 Well-written with few APA errors, the intern s efforts made a positive contribution to the institution Criteria 4-3 Entries are somewhat organized with a general sequence. 4-3 Most entries contain sufficient detail about the internship tasks 4-3 Most tasks are analyzed and related to competencies or standards and have related evidence identified or provided for most tasks 4-3 Mostly wellwritten, some APA errors evident, the intern s efforts made a positive contribution to the institution 2-1 Entries are not all chronological or clearly dated and require additional organization. 2-1 Entries are a mix of lists with some detailed entries 2-1 Tasks are not sufficiently analyzed and related to the competencies or standards or evidence is not identified or provided, as needed 2-1 The log requirements were met and the institution considered the intern s efforts satisfactory 0 Entries are infrequent or not organized or clearly dated. 0 Entries are vague and are primarily just lists of tasks 0 Analysis is superficial or evidence is missing 0 The log was difficult to follow, disorganized, and did not satisfy course requirements 24

26 4. Internship Final Project (50 points) Elements Section I: Introduction and Statement of the Problem Section II: Review of the Literature Section III: Instruments and Procedures (Methodology) 8-6 Meets doctoral expectations for content, focus, organization, style, and conventions 8-6 Meets doctoral expectations for content, focus, organization, style, and conventions 8-6 Meets doctoral expectations for content, focus, organization, style, and conventions Section IV: Findings 9-6 Meets doctoral expectations for content, focus, organization, style, and conventions Section V: Conclusions 9-6 Meets doctoral expectations for content, focus, organization, style, and conventions Criteria 5-3 Meets most expectations for content, focus, organization, style, and conventions except in one area 5-3 Meets most expectations for content, focus, organization, style, and conventions except in one area 5-3 Meets most expectations for content, focus, organization, style, and conventions except in one area 5-3 Meets most expectations for content, focus, organization, style, and conventions except in one area 5-3 Meets most expectations for content, focus, organization, style, and conventions except in one area 2-1 Does not meet expectations for content, focus, organization, style, and conventions in two or more areas 2-1 Does not meet expectations for content, focus, organization, style, and conventions in two or more areas 2-1 Does not meet expectations for content, focus, organization, style, and conventions in two or more areas 2-1 Does not meet expectations for content, focus, organization, style, and conventions in two or more areas 2-1 Does not meet expectations for content, focus, organization, style, and conventions in two or more areas 0 Does not meet expectations for doctoral level writing 0 Does not meet expectations for doctoral level writing 0 Does not meet expectations for doctoral level writing 0 Does not meet expectations for doctoral level writing 0 Does not meet expectations for doctoral level writing References and Appendix 8-6 Well-written, clearly follows APA format with little or no errors Total Earned Points 5-3 Mostly follows APA format with few errors 2-1 Follows APA format with several errors 0 Does not meet expectations for doctoral level writing

27 5. Field-Based Project Rubric (22 points) (To be completed by the mentoring administrator) Student Name: Date: Mentoring Administrator Name & Title: Signature of Mentoring Administrator: (Note: Signature Designates Acceptance of Field Placement Student) Part 1 Proposal Rubric Project title, description, & timeline were complete and detailed. Project goal(s) and objectives were aligned to the PDE core and corollary standards in a matrix-format. An explanation as to how the project will directly or indirectly improve student achievement specific to the school or district was provided. Exceeds Expectations 2 Meets Expectations 1 Inadequate 0 Comments Project Proposal Total Points Earned: Proposal Accepted & Evaluated by: Signature of Evaluator: Part 2 Final Project Rubric The evidence met the project s goal(s), objectives, and PDE standards as identified in the proposal. Field hours and corresponding tasks were verified with a log to meet the required number of hours set in the course. Justification was provided as to how the final project directly or indirectly improved student achievement to meet the needs of the school or district. A descriptive analysis of the final project and its results were provided with conclusions and recommendations derived from the analysis. Excellent 4 Very Good 3 Average 2 Poor 1 Comments:

28 6. Leadership Competency Portfolio (20 points) Elements Evidence/artifacts are included from coursework and corresponded to matrix 10-7 Meets expectations for content, organization, and writing conventions 6-3 Meets most expectations for content, organization, and writing conventions Criteria 2-0 Meets few expectations for content, organization, and writing conventions Portfolio is organized and professional in appearance Total Points: 10-7 Meets expectations for course and program quality 6-3 Meets most expectations for course and program quality 2-0 Meets few expectations for course and program quality Comments:

29 Appendix F PDE Requirements for the Letter of Eligibility (Certification and staff policies and guidelines (CSPG) No. 96 Administrative Area Code 1150) August 1, 2004 Certification Staffing Assignment SUPERINTENDENT K-12 The certificate involves the science or art of the knowledge, competence and leadership required in the provision of administrative services when working with school aged youth in grades K-12 in a school entity. Grade Level Scope of Certificate: A person holding a valid PA certificate with the s Letter of Eligibility, is qualified for assignment to administer school operations. Certification Assignment: An educator holding a valid Letter of Eligibility as a is qualified to administer: 1. Instructional leadership focusing on Strategic Planning and Curriculum Development Effective School Management Alignment of district curricula with state standards Decision-making and problem solving that is data driven Professional development that focuses on student learning Instructional leadership and assessment of district accomplishments 2. Supervision and evaluation of instructional and non-instructional staff persons required for school operation. 3. Strategic planning for fiscal operations and resource and technology management for school building. 4. Budget planning and resource allocation. 5. Serve as a Supervisor of Curriculum and Instruction, Supervisor of Pupil Personnel Services, Supervisor of Special Education, Elementary or Secondary or K-12 School Principal, Vocational Education Director, and Director of an Intermediate Unit. Restrictions: A person holding a valid PA certificate with the s Letter of Eligibility is qualified for assignment to administer school operations below the superintendent s level. Program Specific Guidelines for Certification: PA Public School Code: Article X 22 PA Code: THIS REVISION SUPERSEDES ALL EARLIER CSPG'S CARRYING THIS NUMBER AND/OR ADDRESSING THIS SUBJECT. PREVIOUS PRINTING DATES ON THIS SUBJECT: 1973, 3/75, 3/78, 2/82, 1/

30 Candidate Competencies ( Preparation Programs) Candidate assessment includes performance based ongoing projects designed to measure and document knowledge, skills and dispositions. Required assessments should span multiple standards and efficiently document completion of requirements using a portfolio. Rubrics and explicit criteria differentiating levels of performance are required to assess quality of candidate knowledge, skills and disposition. Five common assessment activities are presented below. The Department of Education recommends that the following five (5) performance-based assessment vehicles be used to assess and document candidates successful attainment of knowledge, skills and competencies found in the core and corollary standards. These five (5) vehicles are cross-referenced in the Evidence/Measure column on the Standards charts presented in the following pages. If alternative assessments are used, their efficacy and relevance must be demonstrated by the institution. Evidence/Measurement Processes 1. Action-based research project designed to improve student achievement _ Design of a standards based instructional systems model _ Design of a performance-based teacher evaluation system 2. Development and implementation of a curriculum project focused on improving student achievement _ Integrate federal, state and district requirements and policies _ Include scheduling, budgeting 3. Tools project (application of current tools endorsed by and made available by PDE) _ Focus on student achievement _ Use of tools (currently tools provided by PDE) _ Link to classroom practice 4. Multiple measures of data project focusing on student achievement _ Integrate other measures beyond the student test data _ Link to improved or enhanced student achievement _ Link to school reform 5. Case study focusing on improving student achievement _ Choose a school district; research all relevant information about the district; identify strengths and weaknesses of school district; then present a 5-year plan to improve the student achievement in that district. _ Research district strategic plan focusing on ways to increase student achievement. _ Include a plan for collaborating, communicating, and engaging others inside and outside the organization to improve student achievement

31 Appendix G PDE STANDARDS FOR SUPERINTENDENT CORE STANDARDS C.1. CORE STANDARD ONE: The leader has knowledge and skills to think and plan strategically, creating an organizational vision around personalized student success. C.2. CORE STANDARD TWO: The leader is grounded in standards-based systems theory and design and is able to transfer knowledge to his/her job as an architect of standards-based reform in the school. C. 3. CORE STANDARD THREE: The leader knows how to access and use appropriate data to inform decision-making at all levels of the system. COROLLARY STANDARDS CL.1. COROLLARY STANDARD ONE: The leader creates a culture of teaching and learning with an emphasis on learning. CL.2. COROLLARY STANDARD TWO: The leader manages resources for effective results. CL. 3. COROLLARY STANDARD THREE: The leader collaborates, communicates, engages, and empowers others inside and outside of the organization to pursue excellence in learning. CL.4. COROLLARY STANDARD FOUR: The leader operates in a fair and equitable manner with personal and professional integrity. CL.5. COROLLARY STANDARD FIVE: The leader advocates for children and public education in the larger political, social, economic, legal, and cultural context. CL. 6 COROLLARY STANDARD SIX: The leader supports professional growth of self and others through practice and inquiry

32 Framework and Guidelines for Preparation Programs CORE STANDARD ONE: The leader has knowledge and skills to think and plan strategically, creating an organizational vision around personalized student success. [Major concepts: Personalized student success, organizational change, leadership, shared vision, strategic thinking and planning] A B C D Knowledge or Skill Competence Performance/ Demonstration Understands role and knows how to engage with Boards of Education Understands how to lead a school district to a shared vision of student success Knows and understands organizational change theories and strategies Knows and understands the difference between strategic, operational, and tactical planning Demonstrates how to work with a Board of Education to accomplish a strategic goal or objective Demonstrates how to facilitate the development of a shared vision for personalized student success Demonstrates how to apply strategic thinking and change strategies to address student achievement challenges at the district level Demonstrates how to work with a team to create and implement strategic, operational, and tactical plans that demonstrate desired results Practical exercise Job-embedded experience mentorship of Scenarios & Simulations Practical exercise Job-embedded experience mentorship of Scenarios & Simulations Practical exercise Job-embedded experience mentorship of Scenarios & Simulations Practical Exercise Job-embedded experience mentorship of Scenarios & Simulations Measurement/ Evidence 1/2 1/2/3/4 1/2 2/3/5 E F Understands problem-solving and critical/creative/strategic thinking Understands and exercises appropriate leadership styles and strategies Demonstrates how to lead a team through a district-level problem solving process resulting in a plausible solution Demonstrates how to apply a range of leadership styles appropriate to a variety of contexts Practical Exercise Job-embedded experience mentorship of Scenarios & Simulations Practical Exercise Job-embedded experience mentorship of Scenarios & Simulations 1/2/5 1/5-31 -

33 CORE STANDARD TWO: The leader is grounded in standards-based systems theory and design and is able to transfer knowledge to his/her job as an architect of standards-based reform in the school. [Major concepts: Standards-based systems; Federal, state, and district guidelines; architect of reform; systems thinking; reform] A B C D Knowledge or Skill Competence Performance/ Demonstration Understands standards-based Demonstrates the ability to systems theory and how to implement a district-wide mentorship of implement, support and lead standards-based reform the successful standards-based initiative. Scenarios & Simulations reform across the district Understands systems thinking and how to integrate into the decision-making process Understands how to align resources with reform strategies Understands current Federal, state and district standards and requirements Demonstrates how to apply systems thinking in decision-making situations Demonstrates ability to focus adequate resources on reform efforts Demonstrates ability to align reform efforts with Federal, state and district requirements Practical exercise Job-embedded experience mentorship of Scenarios & Simulations Practical exercises in course Case studies Job-embedded experience mentorship of Scenarios & Simulations job-embedded experience mentorship of Scenarios & Simulations Measurement/ Evidence 1/2/3/4/5 1/2/3/4/5 2/5 1/2/5-32 -

34 CORE STANDARD THREE: The leader knows how to access and use appropriate data to inform decisionmaking at all levels of the system. [Major concepts: Technology; continuous improvement; problem solving; shared decision making; multiple uses of data] A B C D Knowledge or Skill Competence Performance/ Demonstration Understands multiple decisionmaking Demonstrates the ability to Practical exercise processes and knows lead decision-making Job-embedded how and when to use appropriate processes appropriate to the experience process situation mentorship of Understands inquiry-based problem solving and how to frame issues and acquire relevant data Understands how to assess/evaluate programs and personnel against goals for continuous improvement efforts Understands how to interpret, report and act on data-informed conclusions (e.g., student test data and other data related to student achievement) Demonstrates how to structure problems for solution and frame issues for resolution Demonstrates how to use assessment and evaluation information for continuous improvement efforts Demonstrates how to use data and information to inform decisions Scenarios & Simulations Scenario response Practical exercises in course Case studies Practical exercises in course Case studies Job-embedded experience mentorship of Scenarios & Simulations Scenario response Practical exercises in course Measurement/ Evidence 2/3/5 1/2/4/5 1/2/4/5 1/2/3/4-33 -

~ ~ School of Education. 84 West South Street. Wilkes-Barre, Pennsylvania 18766. 2012-2013 Edition. Updated October 8, 2012 1

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