INCOMPLETE OR LATE APPLICATIONS WILL NOT BE CONSIDERED

Transcription

1 WASHINGTON STATE-FUNDED EDUCATION LEADERSHIP INTERN PROGRAM 2016 APPLICATION Attachment Candidate Information Name: (first) (middle) (last) Date: Current Position: School: School District: Work Phone: Work Home Address: Home City/State/Zip: Home Phone: Cell Phone: Home PREFERRED Work Home This is the address that will be used by AWSP for ALL correspondence with you. Years in Education: Level: Elem Middle High Other Applicant for: Principal Program: Elementary Mid Level High School Program Administrator Superintendent Intern Site (if known): College/University Attending: Campus Location: University Information Education Administration Program Approval Mentor Principal/Supervisor (if known): College/University Program Director/Advisor: The applicant: Has completed the necessary prerequisites/requirements to enter the intern program. Has the support of the Program Director(s) for admission to the intern program. Agrees to develop and implement a written plan structuring the release time experiences in cooperation with the site mentor. Program Director: School District Information Recommending Administrator: Location: Signature Date: Title: Phone: District Approval District agrees to provide the state-awarded release time for the named intern during the school year, which will not be transferrable by the district to other interns. Actual daily replacement substitute teacher cost for the school year (including salary and Benefits): $. (The reimbursement amount to districts will be based on a daily substitute allocation rate established by the Legislature.) District agrees to assign a qualified site mentor to the intern. Finance Officer (or designee): Superintendent (or designee): Date: Signature Signature Print Print INCOMPLETE OR LATE APPLICATIONS WILL NOT BE CONSIDERED Form SPI 1651 (16/17) Page 1 November 2015

2 Application Requirements 1. Complete the Application Form (page 1) and Requirements Signature page (page 2). 2. Using the directions/forms provided, secure a narrative letter of recommendation (page 3) and a completed administrator rating form (page 4) from a supervising administrator who is directly familiar with and able to provide examples of your work. 3. Respond to the following questions. Limit response to one page per question, single-spaced, and not smaller than 11 pt. Times New Roman font, putting your name on each page. Please note that included in the application packet is a copy of the Applicant s Narrative Scoring Rubric (page 5) that the selection committee will use to score the applications for the State-Funded Intern Program. I. Specifically identify your involvement in the learning improvement efforts in your school, district, ESD, and/or at the state level. Describe any leadership roles you have assumed. II. Describe how your participation and leadership in school improvement efforts have contributed to a safe and caring learning environment in your school. As a result of your efforts and experiences, what have you learned about the relationship between a school environment that is physically, socially, and emotionally safe and the continuous improvement of student achievement? III. In the demographic context of the school setting(s) in which you work (have worked), how have you demonstrated a commitment to closing opportunity gaps for students of diverse race/ethnicity, English language learners, and/or students with disabilities? The Application Packet 2016 Application Form (page 1), Application Requirements (page 2), Administrator Recommendation and Rating (pages 3 and 4), Scoring Rubrics (pages 5 and 6), Résumé (page 7), and optional Personal Information Form (page 8) are to be submitted together in one packet, and must be received by 4:30 p.m., Friday, March 18, Submit application materials to: Washington School Principals Education Foundation Education Leadership Intern Program th Avenue SE Olympia, WA Incomplete or late applications will NOT be considered for funding. Should the state Legislature not continue funding the Washington State-Funded Education Leadership Internships for the biennium, this application will be considered null and void. If accepted into the Washington State-Funded Education Leadership Intern Program, I agree to: Seek administrative employment in Washington State upon successful completion of the internship. Participate in the intern program evaluation survey, and any follow-up studies. Two-year internship program: Are you entering the first year of a two-year intern program? Yes No If yes, do you want to split your award between two years? Yes No (If yes, this means that you will use half of your awarded days during the school year and the other half during the school year.) I have a valid and current Washington State teaching or ESA certificate. Applicant Name Applicant Signature Date School/District Applicants, districts, and university program directors will be notified by Friday, May 27, 2016, of the names of those individuals who are selected or not selected for release time funding. Form SPI 1651 (16/17) Page 2 November 2015

3 Administrator Narrative Recommendation Of Intern Applicant Intern Applicant s Name Recommending Administrator s Name School/District Please address in one page the following topics regarding the applicant s readiness to participate in the Washington State-Funded Education Leadership Intern Program. The program requires administrative endorsement of intern applicants. This recommendation will be treated as confidential by the Selection Committee. The Administrator s Letter of Recommendation and Rating of Intern Applicant (pages 3 and 4) must be submitted by the intern applicant in one packet with all other application materials. To maintain confidentiality, the recommending administrator should enclose the completed pages 3 and 4 in a sealed envelope overlaid with his/her signature. The recommending administrator s narrative comments and numeric rating are given significant consideration by members of the committee making the final selection of applicants. Included in the application packet is a copy of the Recommending Administrator s Narrative Scoring Rubric (page 6) that the selection committee will use to score the applications for the State-funded Intern Program. Further, the narrative letter needs to address the items in the Recommending Administrator s Rating of Intern Applicant (page 4) to result in a consistent recommendation. I. Narrative Letter of Recommendation: Identify and assess the applicant s level and quality of involvement in the improvement of teaching and learning in your school and/or district and any school improvement leadership roles assumed. Please provide specific examples. Provide a candid assessment of this person s potential to become a performance-based school leader based on your assessment of their dispositions and emerging skills. Consider page two of the scoring rubric when responding. Limit your comments to one page on school or district letterhead with your signature. II. Administrator Rating Form: Please complete the Administrator Rating of Intern Applicant form on the following page (page 4). Form SPI 1651 (16/17) Page 3 November 2015

4 Intern Applicant: Recommending Administrator s Rating Of Intern Applicant Recommending Administrator: Circle the numeral for each criteria that best meets the applicant s performance level as a beginning intern: CRITERIA 1 (Developing) 2 (Average) 3 (Strong) 4 (Outstanding) Understanding of Utilizes a deep Has an understanding of understanding of strengths Strength/ Has done little selfanalysis or is not ready for attributes, but limited use and uses some traits in Shows some awareness of self, feedback from others, & weaknesses in Weaknesses leadership & uses all traits leadership for professional growth leadership, participates in to set professional growth professional growth goals Change Process Uses Data for Continuous Improvement and Decisions Relationships Knowledge of Performance-based Teaching/Learning Ethical Leadership Management of Self and Others Equity Leadership Written and Oral Communication Skills Vision Shows some awareness of the role of leaders in the change process Has general knowledge of school/class demographics but doesn t use student data to make instructional decisions Demonstrates strong emphasis on taskcompletion over relationships Focused on teaching without awareness of impact on student learning Shows some leadership instinctively & observes attributes/skills in others Exhibits a random style to complete projects individually & with others Desires fairness and sameness for all Has some communication skills but not effective in both oral & written Shows some awareness of the importance of shared vision and mission Total Points: (Out of a possible 40) Can analyze others use of the change process, but has little experience Shows knowledge how to collect/analyze student data, but does not consistently use it to improve student learning Exhibits ability in building some relationships but not consistently Uses knowledge of teaching/learning periodically to inform instructional decisions Is learning to involve others, take risks, lead, & analyze the gap in their skills Shows efforts to develop goals, organize, & manage projects Appreciates, is respectful of differences; beginning to notice, act on disparities Is able to use good communication, orally and in writing, but does not distinguish appropriateness for different audiences Demonstrates an understanding of the importance of shared vision and mission Exhibits understanding of the first & second order change & uses it Uses multiple sources of student data to influence program & instructional decisions Develops and sustains effective working relationships with diverse stakeholders Seeks refinement in teaching/learning continuously through student results & student voice Uses knowledge of a leader s role in systems & inspires/motivates others Works effectively to set goals, prioritize, organize, & manage multiple group/individual projects at once Engages educators in taking action for equity in outcomes based on data Understands oral and written communication to different audiences, communicates effectively, & listens to others Collaboratively develops and implements a shared vision and mission Demonstrates life/school experience in using the change process effectively Shows deep understanding of how to effectively use all types of data to improve student learning for the school/district Demonstrates trustbuilding & intentionality in nurturing relationships with diverse students, parents, staff, & community Demonstrates application and knowledge of performance learning in school & district work Demonstrates integrity & significant leadership in school/district projects Shows the ability to use feedback to anticipate, plan, & use leadership effectively to manage systems Acts on understanding of systemic issues of power, access, and inequity Listens & clearly communicates, orally and in writing, to different audiences for different purposes Facilitates the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by stakeholders Recommending Administrator s Name Signature Position Date Form SPI 1651 (16/17) Page 4 November 2015

5 Washington State-Funded Education Leadership Intern Program Applicant Applicant s Narrative Scoring Rubric MATERIALS CRITERIA/RUBRIC: Applicant s Narrative Responses (page 2) Question I: Learning Improvement Efforts 1 Involvement in school-based improvement activities thus far has been focused in areas outside of student learning 3 Demonstrated participation in school improvement efforts aimed at improving student outcomes with limited evidence of leadership contributions 5 Evidence of involvement and leadership in continuous improvement efforts to affect student learning such as facilitation of data analysis, leadership for alignment of curriculum/assessment/instruction, modeling of instructional best practices, coaching, etc. Question II: Safe and Caring School Environment 1 Limited participation and leadership in improvement efforts contributing to a safe and caring school learning environment 3 Demonstrated participation in learning improvement efforts contributing to safe and caring learning environment; some understanding of relationship between safe environment and continuous improvement of student achievement 5 Both demonstrated participation and demonstrated leadership in learning improvement efforts contributing to safe and caring learning environment; some understanding of relationship between safe environment and continuous improvement of student achievement Question III: Closing Opportunity Gaps 1 Equality focus; focus on fixing specific student groups or their families to have more success in schools; works in isolation; works from personal knowledge or assumptions 3 Appreciates/recognizes differences and needs among students; has begun to take action to bring equity of opportunity for these specified student groups; some involvement in equity work, capacity in early stages of development; considers data 5 Evidence of applying an equity lens to work, has taken action among educators to change policies or practices for the specified student groups; has considered student or parent/family engagement; data leveraged for change 7 Extensive involvement as well as demonstrated leadership to implement continuous improvement efforts within a team or school that have resulted in demonstrated improvement in student outcomes 7 Demonstrated participation and leadership in learning improvement efforts contributing to safe and caring learning environment; clearly expressed understanding of relationship between safe environment and continuous improvement of student achievement 7 Deep understanding of systemic issues contributing to opportunity gaps for traditionally marginalized students; experience targeting change and addressing issues of power; significant and effective collaboration with staff and communities, including marginalized students/communities to improve equity in outcomes for students; continuous improvement using cycles of inquiry address these issues Form SPI 1651 (16/17) Page 5 November 2015

6 Washington State-Funded Education Leadership Intern Program Applicant MATERIALS School Administrator Narrative Recommandation and Rating (pages 3 and 4) Recommending Administrator s Narrative Scoring Rubric CRITERIA/RUBRIC: Circle the point values awarded for each question and write the awarded points in the spaces provided below. Part I: Score narrative recommendation regarding the applicant s involvement and leadership experience in improving teaching and learning. Part II: Score narrative recommendation regarding the applicant s potential in leading the improvement of teaching and learning. Part III: Total of Numeric Rating from Administrator (page 4 in Application) Assign Points Based on Total Rating Scores: COMMENTS 0 Very limited involvement; specific information not provided 1 Limited involvement, experience, and/or actual leadership 3 Some involvement, experience, and/or actual leadership 5 Extensive involvement, experience, and/or actual leadership 0 Very limited potential 1 Limited potential 3 Emerging potential 5 Strong potential Scores Points Exemplary involvement, experience, and actual leadership 7 Excellent potential PAGE SIX POINTS Part I: points out of a possible 7 Part II: points out of a possible 7 Part III: points out of a possible 8 Total points out of a possible POSSIBLE TOTAL POINTS: Questions / 21 Recommendation / 22 GRAND TOTAL / 43 Form SPI 1651 (16/17) Page 6 November 2015

7 Résumé Applicant s Name Professional Goal: College/University Education and Degrees Earned: Professional Certification: Work Experience (beginning with current position): Applicant information should be limited to one page; only items in this format above will be accepted. Space for each category may be adjusted, but do not exceed one page for your complete résumé. Do not replace with your own. Form SPI 1651 (16/17) Page 7 November 2015

8 Personal Information Form We would appreciate your voluntary cooperation in responding to the questions below. This information is strictly confidential and available only to authorized staff. Please check or write appropriate responses. Thank you. Persons with a disability who need assistance in the application process or those needing this announcement in an alternative format may call TTY (360) Completing this form is voluntary. Office of Superintendent of Public Instruction Personal Data Sheet (Optional) If you have decided to apply for the Washington State-Funded Education Leadership Intern Program, we would appreciate your voluntary cooperation in responding to the questions below. This information will assist in ensuring equal employment opportunity and is strictly confidential, available only to authorized staff and the hiring authority. Please check or write appropriate responses. 1. Do you consider yourself to be Hispanic/Latino? (N) No, not Hispanic/Latino (Y) Yes, Hispanic/Latino Hispanic/Latino a person of Mexican, Puerto Rican, Cuban, South or Central America, or other Spanish culture or origin, regardless of race. 2. What race categories do you belong to? Please check all that apply. (W) White (B) Black or African American (A) Asian (I) American Indian or Alaska Native (P) Native Hawaiian or Other Pacific Islander Native American tribe: 2. Are you: Male Female 3. Have you ever been on active duty in the U.S. Armed Forces? Yes No If yes, dates you served: From to Disabled veteran: Percentage of disability: % 4. Do you have a physical, sensory, or mental condition that limits any of your major life functions? Yes No 5. Date of birth: Form SPI 1651 (16/17) Page 8 November 2015

9 Application Packet Checklist A completed application packet submitted by the intern candidate MUST include the following: Form SPI 1651 Page Application Form Form SPI 1651 Page 2... Application Requirements Form (signature page)..responses to Questions I, II, III Form SPI 1651 Page 3... Administrator Recommendation (in a sealed, signed envelope) Form SPI 1651 Page 4... Administrator Rating of Intern (in a sealed, signed envelope) Form SPI 1651 Page 7... Résumé Form SPI 1651 Page 8... Personal Information Form (optional) Form SPI 1651 Page 9... Application Packet Checklist DEADLINE: FRIDAY, MARCH 18, 2016 Must be received by 4:30 p.m. at: Washington School Principals Education Foundation Education Leadership Intern Program th Avenue SE Olympia, WA NOTICE: Should the State Legislature NOT fund the Washington State-Funded Education Leadership Internships for the biennium, this application will be considered null and void. Form SPI 1651 (16/17) Page 9 November 2015