Director of Special Education & Pupil Services Certification Program. Student & Supervisor Handbook

Transcription

1 Director of Special Education & Pupil Services Certification Program Student & Supervisor Handbook College of Education and Leadership Fall 2015 Updated

2 Contents Welcome To the Program... 2 Program Outcomes for the Director of Special Ed/Pupil Services Program... 3 WI Administrator Licensure Requirements- PI (1) and (5)... 4 Pupil Services Standards... 4 Content Standards... 6 Program Policies... 7 Promptness... 7 Attendance Policy... 7 Course Drop and Withdrawal Policy... 7 Cohort Group and Study Teams... 8 Evaluation and Grading... 9 End of Program Portfolio Leadership Portfolio Contents Cardinal Stritch University Phone Numbers Practicum Guide for Students & Supervisors Practicum Guidelines University and School-Based Supervisor Guide Letter to Supervisors School Based Supervisor Expectations Compensation University Supervisor Expectations School Based Supervisor Role and Duties APPENDIX SCHOOL BASED SUPERVISOR FORM Pupil Services/Director of Special Education Practicum Site Description Form School Based Practicum Experience Cover Sheet Site Based Practicum Evaluation rubric Meeting Summary Practicum Requirement Practicum Rubric for School Based Supervisors of Practicum Projects/Issues Wisconsin Content Guidelines for Director of Special Education and Pupil Services (80) Licensure Programs

3 Welcome To the Program To earn licensure as a Director of Special Education and Pupil Services, students complete an eight credit strand and a practicum. Included are courses in special education law (3 credits), special education instructional leadership (2 credits), and special education/pupil services program administration (3 credits). Students meet a practicum requirement and submit a portfolio containing supporting evidence of competence in Wisconsin Administrator Content Standards. In addition to Stritch MEL graduates, the program serves students who have earned a master s degree in a related field and either hold administrator licensure in the State of Wisconsin or qualify for such licensure. Students may not earn an administrator license as Director of Special Education and Pupil Services without already having completed an approved administrator licensure program. 2

4 Program Outcomes for the Director of Special Ed/Pupil Services Program A student prepared to become a school administrator or teacher leader in the Cardinal Stritch University Director of Special Ed/Pupil Services Program will be able to: 1. Demonstrate understanding of and competence in the ten teacher standards. 2. Promote the success of all students by facilitating the development, articulation, implementation and stewardship of a shared vision of learning endorsed by the school community. (A.S. 2) 3. Promote the success of all students by advocating, nurturing and sustaining a school culture and instructional program conducive to student learning and professional growth. (A.S.3) 4. Promote the success of all students by ensuring management of the organization, operations, and resources of a safe, efficient and effective learning environment. (A.S. 4) 5. Create a learning community that promotes the success of all students by collaborating with families and community members, responding to diverse community interests and needs, and mobilizing community resources. (A.S. 5) 6. Articulate personal values that promote the success of all students, and acts with integrity, fairness, and in an ethical manner. (A.S. 6) 7. Demonstrate knowledge of leadership theory, research, and practice applied to school organizations in a multicultural, global society by responding to and influencing the larger political, social economic, legal and cultural context. (A.S. 7) 8. Utilize theory, research, and reflection in practice as stimuli for continuous development and achievement of organizational purpose. 3

5 WI Administrator Licensure Requirements- PI (1) and (5) Pupil Services Standards To receive a license in a pupil services category, an applicant shall complete an approved program and demonstrate proficient performance in the knowledge, skills and dispositions under all of the pupil services standards. The seven pupil services standards for pupil services professional development and licensure are: 1. The pupil services professional understands the Ten Teacher Standards. 2. The pupil services professional understands the complexities of learning and knowledge of comprehensive, coordinated practice strategies that support pupil learning, health, safety and development. 3. The pupil services professional has the ability to use research, research methods and knowledge about issues and trends to improve practice in schools and classrooms. 4. The pupil services professional understands and represents professional ethics and social behaviors appropriate for school and community. 5. The pupil services professional understands the organization, development, management and content of collaborative and mutually supportive pupil services programs within educational settings. 6. The pupil services professional is able to address comprehensively the wide range of social, emotional, behavioral and physical issues and circumstances which may limit pupils' abilities to achieve positive learning outcomes through development, implementation and evaluation of system-wide interventions and strategies. 7. The pupil services professional interacts successfully with pupils, parents, professional educators, employers, and community support systems such as juvenile justice, public health, human services and adult education. DIRECTOR OF SPECIAL EDUCATION AND PUPIL SERVICES License (80) The Director of Special Education and Pupil Services license is required for a person to administer a special education program or a pupil services program, or both. A Director of Special Education and Pupil Services (80) license is issued at the Early Childhood through Adolescent level Individuals must be endorsed by an institution as having completed an approved program that certifies competence in the Wisconsin administrator standards listed in s. PI 34.03, and Specific competencies for the director of special education and pupil services license determined by the state superintendent based on recommendations made by the professional standards council under s , Stats. Wisconsin Content Guidelines for Director of Special Education and Pupil Services A Director of Special Education and Pupil Services (80) license is required to supervise and evaluate other professional staff Persons who hold a current special education supervisor level A license may be issued a Director of Special Education and Pupil Services (80) license Degree Have completed an approved master s degree program or the equivalent in the area of administration; OR Have completed a master s degree or the equivalent and an approved program leading to a Director of Special Education and Pupil Services license Professional Education 4

6 Hold or be eligible to hold any Professional Educator License to teach at the early childhood through adolescence level or shall have completed an approved program leading to a license to teach OR Hold or be eligible to hold a Professional Educator License as a school counselor, a school psychologist, or a school social worker, or shall have completed an approved program leading to one of these licenses Experience Have completed three years of successful full-time teaching experience at any of the grades at the early childhood through adolescence level OR Have completed three years of successful experience as a school counselor, a school psychologist, or a school social worker, which includes evidence of at least 540 hours of successful classroom teaching experience PI PI provide the specific requirements for the approval of educator preparation programs. This information reflects the Wisconsin Administrative Code PI 34 updates effective December 1,

7 Content Standards The content standards applicable to this program are the Wisconsin Administrator Standards and Director of Special Education and Pupil Services Content Standards WI Licensure Standards for Director of Special Education and Pupil Services (80) Wisconsin Administrator Standard 1: Teacher Standards The administrator has an understanding of and demonstrates competence in the teacher standards. Wisconsin Administrator Standard 2: Vision The administrator leads by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared by the school community. Wisconsin Administrator Standard 3: Instructional Program The administrator leads by advocating, nurturing and sustaining a school culture and instructional program conducive to pupil learning and staff professional growth. Wisconsin Administrator Standard 3: Instructional Program The administrator leads by advocating, nurturing and sustaining a school culture and instructional program conducive to pupil learning and staff professional growth. Wisconsin Administrator Standard 4: Management The administrator ensures management of the organization, operations, finances, and resources for a safe, efficient, and effective learning environment. Wisconsin Administrator Standard 5: Family/Community Relations The administrator models collaborating with families and community members, responding to diverse community interests and needs, and mobilizing community resources. Wisconsin Administrator Standard 6: Ethics The administrator acts with integrity, fairness, and in an ethical manner. Wisconsin Administrator Standard 7: Context affecting schooling The administrator understands, responds to, and interacts with the larger political, social, economic, legal, and cultural context that affects schooling. (See Appendix for full listing of standards) 6

8 Program Policies Promptness Prompt arrival at each class is critical because of the limited time available to conduct in-class activities during the course. Instructors may take actions they deem appropriate if consistent tardiness is observed. (Extracurricular responsibilities are not acceptable excuses.) Attendance Policy Attendance at all class meetings (including study team meetings) is mandatory. Students participating in an accelerated graduate degree program in the College of Education are expected to attend all scheduled classes and study team meetings. The following apply to all enrolled students: One Absence: Class or Study Team Any absence from either a scheduled class or study team session requires that the student notify the instructor or site coordinator. The student is required to make up all missed work, as determined by the instructor by the next class meeting. Two Absences: Class If a second class absence occurs, the student has the option of officially withdrawing from the course. Subsequent failure to withdraw will result in a grade of F for the course, and the student must later enroll and pay for the course credits. Students may not request an incomplete grade. Two Absences: Study Team or One Study Team/One Class The student is required to notify the instructor in order to make up all missed work by the next class meeting. Additionally, the student may be required to complete an academic assignment designed to facilitate learning of the missed course content. For the purposes of the policy, class is defined as the scheduled instructional time with the instructor. If a student misses a course and wants to continue in the program, the student must make up the missed course either with another cohort or on campus. There is no directed or independent study available for this purpose; students must contact the department chair to arrange for the makeup. Attendance at classes is a key component in the learning process. All classes have attendance policies. It is critical that you are aware of the policies. Course Drop and Withdrawal Policy If you are dropping a course, you must notify your instructor and your site coordinator before the course start date. When you are dropped from the course, you will not incur any financial course costs. If you are withdrawing from a course, you must notify the instructor and site coordinator ( will suffice) before the 2/3 mark of the course. When you are withdrawn from the course, you are still financially responsible for the course tuition and any other fees. 7

9 Cohort Group and Study Teams You and the other people who have begun the certification program at this site are a cohort. As a group, you will journey together through the courses and experiences by meeting approximately every other week for the duration of each course at the same location. When you meet as a cohort, the course instructor will guide the discussions and activities that provide a foundation for your journey toward meeting the performance indicators that are connected to the goals of the certification program. Cohorts meet for six hours per class session. You will also be part of a study team. A study team is a small group of cohort peers who meet outside of class time to work together on projects and other activities. This group meets for two hours between class sessions. This time replaces additional cohort meeting time with the instructor. Study team membership may change for each course under the guidance of the course instructor. Between class time and study team time, you will individually review class materials and do the assigned reading. Your instructor will provide a guide of activities that enhance and extend the topics you have begun to discuss in class. These are to be completed as a study team. When each study team member prepares thoroughly, your time together will have the quality of a rich learning experience. Forty-five clock hours of class time are required for a typical three-credit class. Generally, 1-2 additional hours of personal study for each class are necessary. In this accelerated program, the instructor directs between twenty four and thirty six clock hours. Twelve additional hours will be required for study team meetings. In between cohort and study team meetings, you will engage in personal study time to meet course performance indicators as needed. Course syllabi include the assessments for each course. Generally, these will be a combination of individual and group products. The exact criteria for each assessment task will be explained during cohort class meeting time. The editorial style of the American Psychological Association (APA) is the format you will use for referencing the sources of information that contribute to the products you and your study team design. You are responsible to learn and use this format on all written assignments that include references. Keep in mind that equal participation by all members of the study team, especially for the assessment tasks, will ensure that everyone benefits highly from these experiences. 8

10 Evaluation and Grading The instructors for each course experience in this program will have specific expectations for the products you will produce to demonstrate your learning. Everyone is committed to your success. The evaluation of your course work has three purposes: 1. To assess the quality and quantity of the learning that has been facilitated by the course of study 2. To provide feedback about your growth throughout the program 3. To help instructors determine the effectiveness of instruction in order to improve it Grades are calculated based upon a 3-point scale: 3 = Accomplished 2 = Proficient 1 = Developing You are expected to perform at the proficient level or above. Cardinal Stritch University faculty and instructors are committed to fair evaluation and welcome student input. You will be provided with clear performance indicators with matching assessment tasks for each course along with the criteria the instructor will use when evaluating your products. It is essential that assignments be completed in a timely manner. Throughout your program, you will be guided toward adding to your working leadership portfolio. Use the program goals to guide and organize your portfolio. Your leadership portfolio will be a helpful benchmark as you progress through your program, allowing you to look back and reflect on your successes, development needs, and high level of learning. To complete the program and receive certification, you must submit a passing leadership portfolio and maintain a 3.0 GPA within the Director of Special Ed/Pupil Services program with no course grade being below a C. Any course that has a grade below C must be repeated and can be repeated no more than 1 time. 9

11 End of Program Portfolio A successful professional portfolio submission is required for program completion. Specific direction and guidelines will be outlined in your coursework. Required content is outlined below. Leadership Portfolio Contents (in order) Please note: Underlined items indicate suggested titles for each element within the Table of Contents and are included in the electronic portfolio template Part I: Introduction Name/identification Page Table of Contents Resume (optional) Part II: Demonstration of Competencies Standards Artifacts: reflective descriptions & key assignments/artifacts (3-4) demonstrating the WI Administrator Standards Part III: Record of Clinical Experience Practicum Reflection and Log followed by signed practicum entry forms Record of practicum evaluation by school-based practicum supervisor Please note: Provide hard copies of the Practicum Reflection and Log as well as hard copies of the Record of practicum evaluation at the conclusion of the program. The Electronic Leadership Portfolio submission for the Director of Pupil Services and Special Education required for program completion is due to the Site Coordinator on or before the due date, which will be communicated to you during your coursework. 10

12 Cardinal Stritch University Phone Numbers Certifying Officer Nate Karst Business Office Registrar/Transcripts or x 4081 Graduate Admissions Program Advisor/Site Coordinator Amy Toson (c) Program Assistant Pang Xiong Cardinal Stritch University Library Circulation Desk Cardinal Stritch University 800 number

13 Practicum Guide for Students & Supervisors 12

14 Practicum Guidelines The practicum is to consist of educational leadership (administrative-like) experiences that supplement and give meaning to the coursework in the Pupil Services/Director of Special Education certification program. This practicum is intended to encourage interaction with all stakeholders of the school community including teachers, non-certified staff, students, administrators, school board, support staff, community organizations, social service organizations and any other relevant parties to a particular school setting. The practicum requires a variety of leadership roles in order to gain experiences in each of the 7 WI Administrative Standards per the Director of Special Education and Pupil Services Content Standards. School based practicum guidelines & examples A variety of experiences, as opposed to one type of experience, are to be sought after with the experiences designed to align or connect with the content of the courses so as to provide application of the knowledge, performances, and dispositions acquired in the program. Hours Required: 30+ total hours 20 hours built into EDU additional hours based on individualized project and goal plan Samples of Leadership Activities Which Qualify: Shadowing a Pupil Services Administrator or Director of Special Education Chairing a school committee that integrates special education issues Curriculum development/writing development team Leading district curriculum/staff Leading pupil services staff meetings Presenting at workshops/conferences with pupil services or leadership themes Planning extended school year programming/summer school for students with IEP Leading appropriate interview team(s) Presenting at School Board meetings Direct involvement in developing and managing the pupil services/special education budget Involvement in a leadership role in a community group related to district initiatives, events, projects, planning, etc. Key role in strategic planning around special education/pupil services needs 13

15 Practicum Portfolio & Practicum Experience Log (Practicum Entry Record) Supplemental to students leadership portfolio, each student is required to keep a portfolio of practicum experiences for submission within his/her leadership portfolio. Each practicum experience is to be logged in the practicum entry record (see appendix). In addition, each practicum experience must connect to a Wisconsin Administrator Standard and be assessed by the school-based supervisor. All Wisconsin Administrator Standards must be addressed. The entry record will summarize the 30+ hours spent in practicum experiences. In the practicum portion of the Leadership Portfolio students will complete the following for each school based practicum experience: The school based practicum experience cover sheet. A 1-2 page reflection summarizing your experiences and how they helped you gain competence in the WI Administrative Standards The school based supervisor signed assessment rubric for each experience The signatures of the school based supervisor and university supervisor Note: After completing each practicum experience, submit the cover sheet, the school based supervisor s completed rubric, and a 1-2 page reflection to the University Supervisor. The University Supervisor will review the document and forward it to the Program Coordinator. Practicum Project: 10+hrs. outside of Coursework The additional ten (10) hour practicum requirement is fieldwork experience in which your school based supervisor will guide, instruct, and /or supervise you leading a specific project or facilitating a solution to an issue or problem. It offers the opportunity to gain additional insights into the responsibilities of the Director of Special Education or Pupil Services by focusing on a specific issue, problem, or concern. A three to five page paper with the following components is required: 1. Identify the project/issue with sufficient background information and evidence that it addresses an issue of importance. 2. Describe the leadership skills used that are connected to a minimum of two (2) Wisconsin Administrator Standards. 3. Design and implement an action plan with steps for each component of the plan described. 4. Explain the timeline used for implementation. 5. Describe the human and/or material resources used to implement the project or resolve the problem. 6. Describe the results and your assessment of the effectiveness of your intervention. 14

16 University and School-Based Supervisor Guide (Students: Share the following with your supervisors) 15

17 Letter to Supervisors Dear School-Based and University-Based Supervisors, Thank you for your willingness to provide your support and expertise to help develop the next generation of pupil services leaders. The collaboration among the pupil services administrators, the university faculty, and the student will ensure an optimal experience for our aspiring pupil service leaders. This Supervisor Guide provides an overview of responsibilities and expectations and how the practicum experiences fit into the Pupil Services/Director of Special Education Certification Program. The school-based supervisor is chosen by the student as a leader who can provide the kind of rich leadership experiences needed by aspiring pupil services administrators. A healthy, working relationship is essential and your student sees you as having the qualities he/she hopes to develop. The university-based supervisor is selected because of his/her familiarity with pupil services leadership and has the knowledge, skills, and dispositions to bring experience, wisdom and a helpful perspective to the development of the student. The school-based supervisor provides the role modeling, mentoring, and on-going professional conversations that connect the work of the pupil services professional to the real world of school district leadership. Through your gift of professional support, the aspiring pupil services candidate will be better prepared to face the opportunities for leadership in this challenging area. We realize that the role of a school-based supervisor is time consuming. Although we are unable to financially compensate you, we offer you the opportunity to use up to 3 graduate credit vouchers for a course offered through Cardinal Stritch. Thank you for continuing work with your aspiring pupil services candidate. It is our hope that you too, will grow and develop in your own leadership skills and attitudes through your relationship, and experiences with our students. Please contact us for any questions or ideas you have or for support you might need. Amy L-M Toson, Ph.D. Site Coordinator Pupil Services/Director of Special Education Program Cardinal Stritch University Altoson1@stritch.edu Joan Wirth, Director of Field Experience and Clinical jmwirth@stritch.edu School Based Supervisor Expectations 1. Complete the school based supervisor application form. (See appendix) 16

18 2. Participate in the ongoing activities of the student throughout the program including but not limited to arranging practicum experiences that replicate pupil services administrator-like work. These experiences will lead to the school-based supervisor observing and evaluating the competencies of the student to assume this challenging leadership position. 3. Participate in an introductory meeting, in person, with the University Supervisor that includes a review of the Wisconsin Administrator Standards and other clinical skills needed for the supervision of the student. The Standards are listed in the Appendix. 4. Meet with University Supervisor and the student 3 times. The University Supervisor or student will schedule these meetings at a mutually agreeable time. 5. Assist the student in the selection of appropriate and meaningful practicum activities that address the Wisconsin Administrative Standards and enrich the background of the student. 6. Complete a one-page assessment with written comments for each practicum leadership experience. An outline for the assessment is listed in the Appendix. Compensation: The school based supervisor will be given a voucher by the University Supervisor that allows the individual to take up to three (3) graduate credits at Cardinal Stritch University tuition free. 17

19 University Supervisor Expectations 1. Hold an introductory meeting with the identified school based supervisor and verify the completed school based supervisor application form. 2. Review the Wisconsin Administrator and Pupil Services Content Standards with the School-based supervisor. 3. Explain the overview of the expectations for the school based supervisor including: a. Meetings purpose, frequency b. Practicum experiences covering the standards c. Practicum rubric example in Appendix d. Practicum project expectations in the Appendix 4. Talking points with school based supervisors: a. Raise levels of expectations for the candidates to include real world learning experiences connected to the Administrative Standards, student achievement and effective leadership. b. Explain benefits of having future leaders work with a successful mentor. c. Emphasize the importance of having real world school leadership experiences. 5. Schedule and facilitate 3 face-to-face meetings (one following the completion of EDU 595, one near the end of EDU 597 and a final meeting just prior to the end of the program) with the student and schoolbased supervisor to discuss practicum experiences, project progress, and growth in leadership skills. 6. Complete the meeting summary form for each of 3 meetings. (Appendix) 7. Assist the student, working with the school-based supervisor, in the selection of appropriate and meaningful practicum activities that address the seven administrator standards. 8. Submit to the Program Coordinator your written meeting summary, school-based supervisor s completed rubrics, student s summary at the completion of each of the on-site meetings and the final project paper and rubric. 9. Send student s practicum log to the Program Coordinator along with the last meeting report. 18

20 School Based Supervisor Role and Duties The Program Coordinator and the Associate Dean will approve the school-based supervisor/mentor. 1. Mentoring expectations In some courses the student will be expected to complete a course assignment with the supervisor who will also serve as a mentor. This could include a project, interview, conversations about leadership, etc. Additional materials are available in the appendix for supervising the practicum experience. 2. Meetings with University Supervisor and student typically scheduled by the University Supervisor but can be called by the School Based Supervisor as needed. Meeting 1: Meeting 2: Meeting 3: Meet with the University Supervisor and student near the end of EDU 595 to discuss the practicum expectations and review the need to participate in relevant activities that address the administrative standards and support the goals and objectives of the program. Discuss the practicum rubric to be completed by the School Based Supervisor. In addition discuss and reach consensus on the proposed practicum project. This meeting would take place at the site where the activities would be completed. The University Supervisor will complete a meeting summary. Meet with the student and University Supervisor near the end of EDU 597 and conduct a review of the practicum experiences to date and the progress on the practicum project. Review the practicum log, individual practicum experiences, the 1-2 page reflection of each practicum experiences and the School Based Supervisor s completed assessment rubric. The DPI requires the School-Based Supervisor evaluations be included in the student portfolio and copies will be placed in the student file along with the completed rubrics. University-based supervisor evaluations may be included as an optional addition. Meet with the student and University Supervisor near the end of the program to conduct a final review of the practicum experiences. The practicum log, the practicum experience cover sheets, 1-2 page reflection, the practicum rubric and the final paper on the major practicum project should be completed. The University-Based Supervisor will collect: From the student: the practicum log, and the cover sheet, the 1-2 page reflection of each practicum activity, and the practicum project narrative. 19

21 From the School Based Supervisor: all completed and signed practicum experience assessments. Submit a copy of this packet, organized by separate practicum activities, and the meeting summary written by the University Supervisor, to Program Coordinator. Note: The school-based practicum experiences must consist of a minimum of 30 hours of pupil services like experiences. 20

22 APPENDIX 21

23 SCHOOL BASED SUPERVISOR FORM Pupil Service/Director of Special Education Program Cohort Group Number i.e. CSPS-AA-00xx Student s Name Requirements for serving as a School Based Supervisor (Please verify these qualifications by marking each box). You are required to have all four basic requirements or plan to complete them before the end of the program. I hold a valid Wisconsin Administrative license I have at least 3 yrs. of administrator experience with at least 1 yr. of employment in my current district/school as an administrator I have completed training/course work regarding supervision and I am knowledgeable of the revised (2010) Wisconsin Administrative Standards School Based Supervisor s Name Work Location WI License File Number Address City State Zip Phone Address School Based Supervisor Signature Date Site Coordinator Signature Date 22

24 Pupil Services/Director of Special Education Practicum Site Description Form Name Date Name of School District: Circle One: Urban Suburban Rural Other (describe) Circle One: Public Private Charter Other (describe) Socioeconomic Level Description (usually available from school or district office; may consider things such as Title I programs, free and reduced lunch population, etc.) Diversity of Population Served (i.e. Racial/Cultural Make-Up, Community Education levels, Faculty Education levels) Describe student population served as well as adult population (parents, faculty, community) Other Unique Characteristics (any other descriptors that make this site unique) This form is to be turned in at the beginning of your program to your site coordinator as well as included with your final practicum log sheet in your portfolio. 23

25 School Based Practicum Experience Cover Sheet (Complete one for each practicum experience) Name Date I. Number of Hours of this experience: Total number of hours now completed: II. Practicum Description: A. Role (What did you do? i.e.: Lead a committee, Assist with Budget, Report to board?) B. Leadership Opportunity (What part of this experience required a pupil services-like leadership role?) C. Diversity (Describe population worked with in terms of diversity) E. Stakeholders Engaged. Who was involved? (teachers, parents, administrators, students, community?) F. Administrator Standards (check all that apply) o Evidence of Knowledge and Understanding of WI Teacher Standards o Evidence of developing & implementing vision of learning o Evidence of Knowledge & Skills: o Advocating a culture and instructional program o Evidence of Knowledge & Skills: Managerial o Evidence of Knowledge & Skills: Collaborating with families & community o Evidence of Knowledge & Skills: Leadership Values & Ethics o Evidence of Knowledge & Skills: Promotes success of all students within the broader context II. Practicum Experience Practicum Reflection: Major learning related to WI Admin. Standards Summarize your leadership experience with a 1-2 page reflection. Be sure to tie your learning to one or more of the WI Administrator Standards and the Wisconsin Pupil Services Content Standards. Attach your written reflection to this coversheet. Student Signature: School based Supervisor Signature: University Supervisor Signature: 24

26 Site Based Practicum Evaluation rubric Look for: (To be completed by School Based supervisor and turned in to University Supervisor. University Supervisor will turn this in to Site Coordinator) Knowledge base as related to Wisconsin Administrator Standards Performance practices used with implementation Connection to student learning, school improvement, and/or teacher growth Involve others in decision making to promote ownership Leadership demeanor in professional relationships STUDENT NAME: DATE WISCONSIN ADMINISTRATOR STANDARD(s): (AS IDENTIFIED BY STUDENT) BRIEF DESCRIPTION OF PRACTICUM PROJECT: Description of Performance Advanced (5) Proficient (4) Emerging (3) Novice(2) Application of Knowledge The student demonstrated thorough application of the knowledge base regarding the research and best practices for this standard The student demonstrated an adequate knowledge base regarding the research and best practices for this standard The student needs to extend application of the knowledge base for this standard The student has a very limited knowledge base for this standard Professional Practice The professional practice for this standard could serve as a model to other students The professional practice for this standard is evident Effective professional practices need to be extended for this standard The student does not yet have the necessary professional practices for this standard Student Activity The student s implementation of this activity will likely have a direct, positive, and lasting impact on student learning, school improvement, and/or teacher growth The student s activity will likely promote student achievement, teacher growth, and/or school culture The student has limited connection to student achievement, teacher growth, and/or school culture The student did not connect this activity to student achievement, teacher growth, and/or school culture Decision Making/ Problem Solving The student purposefully and successfully engaged others in decision making and problem solving The student was inclusive regarding decision making and problem solving with this activity The student minimally included others in decision making and problem solving in this area The student did not include others in decision making and problem solving with this activity Leadership Demeanor The student manages his/her leadership demeanor in an exemplary manner The student effectively manages his/her leadership demeanor in professional relationships The student is inconsistent with maintaining an appropriate leadership demeanor in professional relationships The student does not demonstrate an appropriate leadership demeanor in professional relationships School-Based Supervisor Signature: Date: Score: COMMENTS: 25

27 Practicum Experiences Log of Activities Student Name Cohort Group Number Beg. Date Date Ending Number of hours Administrator Standard(s) Description of Activity Brief Statement Describing Activity Total Time: I certify that, to the best of my knowledge, the student has completed all of the above activities. Signature of student Signature of School Based Supervisor Signature of Cardinal Stritch University Supervisor Submit to the University-Based Supervisor at the last meeting. Ultimately delivered to the Coordinator of the Certification Program

28 Cardinal Stritch University Supervisor//School Based Supervisor/Pupil Services Candidate Meeting Summary DATE MEETING 1 MEETING 2 MEETING 3 STUDENT SCHOOL BASED SUPERVISOR PROGRESS UPDATE: AREAS FOR GROWTH: NEXT STEPS: SIGNATURE OF UNIVERSITY SUPERVISOR 27

29 Practicum Requirement The ten (10) hour practicum requirement is fieldwork experience in which your school based supervisor will guide, instruct, and /or supervise you leading a specific project or facilitating a solution to an issue or problem. It offers the opportunity to gain additional insights into the responsibilities of the Director of Special Education or Pupil Services by focusing on a specific issue, problem, or concern. A three to five page paper with the following components is required: 7. Identify the project/issue with sufficient background information and evidence that it addresses an issue of importance. 8. Describe the leadership skills used that are connected to a minimum of two (2) Wisconsin Administrator Standards. 9. Design and implement an action plan with steps for each component of the plan described. 10. Explain the timeline used for implementation. 11. Describe the human and/or material resources used to implement the project or resolve the problem. 12. Describe the results and your assessment of the effectiveness of your intervention.

30 Practicum Rubric for School Based Supervisors of Practicum Projects/Issues Criteria Exceeds Expectations (3) Meets Expectations (2) Expectations Not Met (1) Identification of projects/issues and connections to the program goal Evidence of Knowledge and Understanding of WI Teacher Standards (Standard 1) Evidence of MEL Knowledge & Skills: Developing & implementing vision of learning (Standard 2) Evidence of MEL Knowledge &Skills: Advocating a culture and instructional program (Standard 3) Evidence of MEL Knowledge & Skills: Managerial (Standard 4) Specific and clear description of projects/issues and specific evidence of the connection to the program goals Practicum activities clearly illustrate depth of understanding of majority of teacher standards. Practicum activity effectively tied to building & promotion of a common vision of learning. Practicum activity effectively connects linkage between school culture & instructional program that is conducive to student & staff growth. Activities are meaningful examples of policies, regulations, and/or procedures used to promote school operations. General description of projects/issues with general evidence connection to the program goals Practicum activities indicate understanding of most Teacher Standards. Clear & effective but not fully developed discussion of vision. Clear, but not fully developed linkages between activities and culture & instructional leadership. Selected activities are acceptable although the quality and variety could improve by providing a stronger link to school operations. Little or no description of project/issue and/or its connection to the program goals Evidence is incomplete, not clearly reflective of understanding of teacher standards. Lacks clarity about how vision is linked to the artifacts. Lacks clarity about linkages between activities & development of culture & instruction. Activities do not sufficiently provide an adequate representation connected to school operations. Evidence of MEL Knowledge & Skills: Collaborating with families & community (Standard 5) Evidence of MEL Knowledge & Skills: Leadership Values & Ethics (Standard 6) Evidence of MEL Knowledge & Skills: Promotes success of all students within the broader context (Standard 7) Written reflection on Practicum Activities Activities clearly demonstrate competency in implementation of this standard Clear & well articulated set of personal values, which are explicitly stated. Activities effectively link to the success of students by responding to the broader political, social, economic, legal and cultural context. Reflections detail the importance of the activities and explain insights gained Activities are acceptable although the quality and variety could improve by providing a stronger link to the standard Clear statement of values, but a stronger link to the standard could have been provided. Selected activities are acceptable but not fully developed linkages between student success and the broader contexts. Reflections demonstrates understanding of the standards Circle a box for each criterion and total using whole or half points (e.g. 2.5) Activities do not sufficiently provide an adequate presentation of the student s role in the implementation of the standard. Mentions but doesn t fully articulate personal values and/or ethics. Lacks clarity about the linkages to practicum activities. Reflections do not adequately detail the significance of the practicum activities Student Name School Based Supervisor Name Date Total Score /27, Grade (A: 27-23; B: 22-21; C: 20-18; D/F: less than 18) Please Attach Comments with signature 29

31 Wisconsin Content Guidelines for Director of Special Education and Pupil Services (80) Licensure Programs Wisconsin Administrator Standard 1 Teacher Standards The administrator has an understanding of and demonstrates competence in the teacher standards. The Wisconsin teacher standards are listed below along with the Wisconsin administrator standards they most closely align with. 1. Understands the central concepts, tools of inquiry, and structures of the disciplines he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for pupils. Aligns with Administrator Standard: (3) Instructional Program, (5) Family/community Relations and (7) Context 2. Understands how children with broad ranges of ability learn and provides instruction that supports their intellectual, social, and personal development. Aligns with Administrator Standard: (3) Instructional Program 3. Understands how pupils differ in their approaches to learning and the barriers that impede learning and can adapt instruction to meet the diverse needs of pupils, including those with disabilities and exceptionalities. Aligns with Administrator Standard: (3) Instructional Program, (5) Family/Community Relations, and (7) Context 4. Understands and uses a variety of instructional strategies, including the use of technology to encourage children s development of critical thinking, problem solving, and performance skills. Aligns with Administrator Standard: (3) Instructional Program 5. Uses understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation. Aligns with Administrator Standard: (3) Instructional Program 6. Uses effective verbal and nonverbal communication techniques as well as instructional media and technology to foster active inquiry, collaboration, and supportive interaction in the classroom. Aligns with Administrator Standard: (4) Management 7. Organizes and plans systematic instruction based upon knowledge of subject matter, pupils, the community, and curriculum goals. Aligns with Administrator Standard: (3) Instructional Program, and (5) Family/Community Relations 8. Uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the pupil. Aligns with Administrator Standard: (3) Instructional Program 9. Is a reflective practitioner who continually evaluates the effect of his or her choices and actions on pupils, parents, professionals in the learning community and others and who actively seeks out opportunities to grow professionally. Aligns with Administrator Standard: (5) Family/Community Relations, and (6) Ethics 10. Fosters relationships with school colleagues, parents, and agencies in the larger community to support pupil learning and well being and who acts with integrity, fairness and in an ethical manner. Aligns with Administrator Standard: (5) Family/Community Relations, (6) Ethics, and (7) Context 30

32 Wisconsin Administrator Standard 2 Vision The administrator leads by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared by the school community. A Wisconsin Director of Special Education and Pupil Services will demonstrate proficient performance in the following knowledge and skills: A. Collaborate in developing and implementing a district vision for student achievement. B. Communicate and build support for the vision with stakeholders. C. Develop data-driven, results-oriented district goals for special education and pupil services program. D. Collaborate with district, building and program leadership to construct and implement evaluation processes for district special education and pupil services programs. E. Use data to assess the effectiveness of district special education and pupil services programs. Wisconsin Administrator Standard 3 Instructional Program The administrator leads by advocating, nurturing and sustaining a school culture and instructional program conducive to pupil learning and staff professional growth. A Wisconsin Director of Special Education and Pupil Services will demonstrate proficient performance in the following knowledge and skills: A. Establish high expectations for delivering pupil services and for teaching and learning. B. Build organizational systems that result in a continuous and sustainable improvement for all learners. C. Promote the use of best practices and educational research to improve instructional techniques, intervention strategies, and curricular materials for individual learners with differing disabilities and abilities. D. Involve stakeholders in educational planning, implementation, and evaluation to develop seamless transitions for students across the educational continuum. E. Ensure that individualized education programs and all specialized instructional services align with state standards, to provide to the maximum extent appropriate for the student, access to the general curriculum. F. Supervise instruction and pupil services programs and provide professional development that enhances staff performance and improves student achievement. G. Use technology to monitor, analyze, and evaluate student data to guide continuous school improvement. H. Engage in data-based decision making to improve learning for all students. I. Develop, implement, and evaluate programs that address student exceptionalities and increase student achievement. J. Administer assessments to diagnose student exceptionalities. K. Aggregate, analyze and use data to address student needs and improve student achievement. 31

33 Wisconsin Administrator Standard 4 Management The administrator ensures management of the organization, operations, finances, and resources for a safe, efficient, and effective learning environment. A Wisconsin Director of Special Education and Pupil Services will demonstrate proficient performance in the following knowledge and skills: A. Collaborate with building and district leadership to recruit, select, induct, supervise, and evaluate school district special education and pupil services personnel. B. Collaborate with district and building leadership to ensure a safe, healthy, and engaging district environment that supports student and staff learning. C. Identify, obtain, allocate, and monitor funds, grants and other resources for meeting the needs of students. D. Model effective communication, decision-making, time management, and collaboration within the school community. E. Develop, monitor and implement policies and procedures to maintain legal records and ensure privacy and confidentiality for all students, staff, and other stakeholders. Wisconsin Administrator Standard 5 Family/Community Relations The administrator models collaborating with families and community members, responding to diverse community interests and needs, and mobilizing community resources. A Wisconsin Director of Special Education and Pupil Services will demonstrate proficient performance in the following knowledge and skills: A. Attend, facilitate and participate in school and community events, activities and organizations. B. Develop and enhance an awareness of and respect for individual differences. C. Use culturally responsive practices that acknowledge and value exceptionalities and engage families and communities in supporting student learning. D. Mobilize community and business resources, develop intra- and inter-agency agreements, and improve programs and partnerships to meet the needs of all students and families. E. Implement multiple communication strategies to effectively inform, engage, and collaborate with community stakeholders. 32