Handbook for Building Level Leadership

Transcription

1 Handbook for Building Level Leadership Educational Leadership (M.Ed. and Certification Only) Division of Education Northwestern Oklahoma State University Fall 2015

2 PREFACE The Educational Leadership program is dedicated to developing school leaders who are caring, just, fair, and ethical and who believe all students can and will learn. This nationally accredited program leads to a master's degree and/or to Oklahoma certification, building level (principal). Both the master's degree and certification require a valid Oklahoma teaching certificate and minimum of two years of experience in P-12 schools. The master's degree is 34 semester hours. The certification only program requires 24 hours of specific educational leadership classes above a master s degree. (Note: A maximum of nine hours of graduate credit earned at accredited institutions of higher education may be transferred, provided the work forms an appropriate part of the student s program and is approved by the student s advisory committee. Graduate Catalog, p. 8.) 1 P a g e

3 TABLE OF CONTENTS MISSION STATEMENT... 3 VISION STATEMENT... 3 CORE VALUES... 3 CONCEPTUAL FRAMEWORK (CF)... 4 DIVERSITY STATEMENT... 5 STATEMENT OF ETHICS FOR EDUCATIONAL LEADERS... 5 PORTFOLIO ASSESSMENT Portfolio Guidelines Portfolio Assembly Portfolio Terminology Milestones Portfolio Defense Portfolio Approval NTERNSHIP (EDUC 5500) EDUCATIONAL LEADERSHIP CONSTITUENTS COUNCIL STANDARDS (ELCC)... Error! Bookmark not defined. APPENDIX P a g e

4 MISSION STATEMENT Northwestern Oklahoma State University provides quality educational and cultural opportunities to learners with diverse needs by cultivating ethical leadership and service, critical thinking, and fiscal responsibility. VISION STATEMENT Northwestern aspires to be a vibrant innovative regional University of choice whose students, faculty, staff, and alumni succeed and lead in their academic, professional, cultural, and service endeavors. CORE VALUES As a part of its philosophical basis, Northwestern Oklahoma State University holds certain values. These include: Academic excellence Northwestern will provide the best possible educational experience for every student. *Focus on quality teaching and advising *Respond effectively to the learning needs of each student *Embrace the role of technology in the educational process *Promote opportunities for teaching and learning outside of the classroom Accessibility Northwestern is committed to the accessibility of its programs and services. *Embrace our mission as a multi-campus regional university * Continually work to maintain affordability *Seek new methods to deliver programs and services to our constituents Community Northwestern will strive to create a sense of community that extends beyond campus boundaries. *Seek partnerships and initiatives that will improve the quality of life for area residents *Promote institutional and individual service to others *Embrace our role in a global society Diversity Northwestern will respect the individual rights of all persons. *Value the differences in every individual *Promote the expression of differing opinions and beliefs *Appreciate the culture and backgrounds of each person *Treat every individual with respect Responsibility Northwestern will maintain the highest levels of ethical standards and accountability. *Act with integrity and accept responsibility *Use our resources in the most effective and efficient manner *Conduct business in an atmosphere of transparency *Promote a culture of continuous improvement 3 P a g e

5 CONCEPTUAL FRAMEWORK (CF) The unifying theme of NWOSU's Teacher Education Program is Applied Professional Pedagogy Leads to Effective Schools (APPLES). An apple tree graphically represents the model for the program. The basis or roots for the Teacher Education Program is provided by the faculty member's service, scholarly activity, and teaching. The faculty member's classroom teaching provides nourishment to the Teacher Education Program through the application and modeling of effective teaching practices that lead to effective schools. The faculty member's scholarly activities such as research, presentations, and publications also serve to nurture the teacher preparation program and to ensure that students are exposed to research-based professional pedagogy that leads to effective schools. Further sustenance is provided by faculty member's service to the university, the community, public schools, the state, and the nation. From the collective research and experience of the faculty, a knowledge base was developed that is represented by the trunk of the tree since it provides support to the Teacher Education Program. The competencies that branch from the knowledge base are divided into four domains. The three domains addressed in the professional education component of the basic program and in the graduate core classes of the advanced program are: (1) knowledge of Teaching, (2) knowledge of Students, and (3) knowledge of Schools. The fourth domain is Content Knowledge, which comes from general education and specialty studies. Candidates dispositions are another contributing factor in the development of effective teachers. The branch identified from the root of the CF tree emphasizes the importance of dispositions for candidates. Dispositions are the professional attitudes, values, and beliefs demonstrated through verbal and non-verbal behaviors as educators interact with students, families, colleagues, and communities. These positive behaviors support student learning and development. Candidates are continually assessed on their disposition as they progress through the teacher education program and are expected to show evidence of fairness and a commitment to the belief that all students can learn. The unit at NWOSU identifies and assesses the following dispositions: punctuality, organization, high expectations, attitude, initiative, flexibility, poise, confidence, appearance, cultural sensitivity, communication, professional commitment, and professional ethics. The outcomes resulting from successful completion of the program are represented by APPLES on the tree, which are the fruits of our program-effective teachers. The tree sits on a compact disc with its image reflected on the surface. This image depicts the latest additions to the unit s conceptual framework. First, the compact disk symbolizes the use of technology in the Teacher Education Program. The unit believes that technology plays an integral part in the preparation of tomorrow s teachers, and it continually strives to infuse technology into the teaching/learning process. Second, the reflection of the apple tree symbolizes the important role of reflection in the development of educators. Current research and practice (Hatton and Smith, 1995; Spurgeon and Bowen, 2002) support the incorporation of reflection in the preparation of effective teachers. Third, the array of colors in the CD symbolizes the commitment to the various elements of diversity. The Teacher Education Unit is committed to creating and maintaining a mutually respectful environment that recognizes, invites, and celebrates diversity among all students, candidates, faculty, and staff. NWOSU values human differences as an asset; works to sustain a culture that reflects the interests, contributions, and perspectives of members of diverse groups; and delivers educational opportunities to meet the needs of diverse audiences. The unit also seeks to instill these values and skills to encourage leadership and service in a global and multicultural society. The unit has made reflection a part of both the preparation and the assessment of its candidates (see illustration). 4 P a g e

6 DIVERSITY STATEMENT The Teacher Education Unit is committed to creating and maintaining a mutually respectful environment that recognizes, invites, and celebrates diversity among all students, candidates, faculty, and staff. NWOSU values human differences as an asset; works to sustain a culture that reflects the interests, contributions, and perspectives of members of diverse groups; and delivers educational opportunities to meet the needs of diverse audiences. The Unit also seeks to instill these values and skills to encourage leadership and service in a global and multicultural society. STATEMENT OF ETHICS FOR EDUCATIONAL LEADERS School leaders who are also leaders in their communities and models of leadership for teachers and students must maintain standards of exemplary professional conduct. An educational administrator s professional behavior must conform to an ethical code. The code must be idealistic and at the same time practical, so that it can apply reasonably to all educational administrators. The administrator acknowledges that the schools belong to the public they serve for the purpose of providing educational opportunities to all. However, the administrator assumes responsibility for providing professional leadership in the school and community. This responsibility requires the administrator to maintain standards of exemplary professional conduct. It must be recognized that the administrator s actions will be viewed and appraised by the community, professional associates and students. To these ends, the administrator subscribes to the following statements of standards. The school leader: 1. Makes the well-being and success of students the fundamental value in all decision making and actions. 2. Fulfills professional responsibilities with honesty and integrity. 3. Supports the principle of due process and protects the civil and human rights of all individuals. 4. Obeys local, state, and federal laws. 5. Implements the governing board of education's policies and administrative rules and regulations. 6. Pursues appropriate measures to correct those laws, policies, and regulations that are not consistent with sound educational goals. 7. Avoids using positions for personal gain through political, social, religious, economic, or other influence. 8. Accepts academic degrees or professional certification only from duly accredited institutions. 9. Maintains the standards of and seeks to improve the effectiveness of the profession through research and continuing professional development. 10. Honors all contracts until fulfillment, release, or dissolution mutually agreed upon by all parties to contract. (Adopted by National Association of Secondary School Principals and National Association of Elementary School Principals.) 5 P a g e

7 PORTFOLIO ASSESSMENT OVERVIEW The Office for Educational Quality and Accountability (OEQA), the governing body for teacher preparation in Oklahoma, mandates candidates in advanced programs develop portfolios that reflect opportunities for: 1. Candidates to meet the competencies of their respective learned society or Specialized Professional Association (SPA). The SPA for School Administration is the Educational Leadership Constituent Council (ELCC) 2. Candidates to begin portfolio development early in their program. 3. Candidates to relate and apply principles and theories to actual practice. 4. Candidates to demonstrate involvement in state, regional, or national professional organizations. 5. Candidates to demonstrate exposure to and interaction with students from different communities, including students who are from different age groups, are culturally diverse, and represent exceptional populations. 6. Candidates to demonstrate exposure to or knowledge of current research, theories, and best practices in their appropriate field. 7. Candidates to receive feedback on their internship, practicum, or observation experiences from a variety of sources. Portfolio Guidelines Review for Program Accreditation In the process of preparing the portfolio via LiveText, the candidate gives permission for the portfolio to be examined by the Oklahoma Department of Education, the Office of Educational Quality and Accountability (OEQA), national and state accreditation teams, and NWOSU faculty. During any milestone of portfolio preparation, the Office of Educational Quality and Accountability may randomly select a list of candidates for portfolio review. After notification, the candidates will have up to 10 days to submit their portfolios via LiveText to NWOSU s Director of Teacher Education. The OEQA will use a sampling of portfolio work to assess the Professional Education Unit at NWOSU and not to evaluate the work of the individual student. Academic Honesty Statement Northwestern Oklahoma State University s students are expected to uphold standards of intellectual and academic integrity. Academic honesty is fundamental to the academic environment of learning and scholarship. It is essential when evaluating each candidate s level of knowledge and acquisition of skills. Academic dishonesty is represented by (1) plagiarism; (2) misrepresentation of the work of others as one s own; (3) unauthorized signatures; and (4) falsification. A violation of academic honesty will result in zero credit for work submitted and possible dismissal from the graduate program. 6 P a g e

8 Portfolio Assembly All candidates will complete their portfolio via the LiveText.edu solutions web-based assessments system. Candidates will learn the basics of negotiating LiveText during the EDUC 5010/Graduate Study Seminar, which is taken during the candidate s first semester of graduate work. In order to activate a LiveText account, to create documents, and to view sections, candidates should log in at Portfolio Outline (Table of Contents) Introduction Introduction: student s name, degree program, and names of graduate advisory committee members Philosophy of the Unit Mission Statement Philosophy of the Portfolio Purpose of the Portfolio Conceptual Framework Review for Program Accreditation Academic Honesty Statement Professional Credentials Vita Philosophy Statement Certification (teaching certificate and/or other professional certificates) Transcripts Required Paperwork Advisory Committee Selection Form Degree Plan of Study MAT/GRE Test Scores Disposition Assessment 1: Self-assessment Disposition 2 and 3: Faculty assessments Disposition 4 (at Milestone 3): a final Self-assessment Plan of Improvement for Dispositions Diversity Chart (Exempt for Adult Education and Non-Certificate programs) Code of Ethics Milestone Evaluations Core Standards and Artifacts (with rationales/reflective commentaries) Core Standard One EDUC 5203 Educational Practices Core Standard Two EDUC 5822 Multicultural Education Core Standard Three EDUC 5013 Introduction to Educational Research Core Standard Four EDUC 5212 Psychology of Teaching Specialty Standards and Artifacts (with rationales/reflective commentaries) Specialty Standard One EDUC 5753 Principles of School Administration Specialty Standard Two EDUC 5703 School Personnel Administration; EDUC 5103 Curriculum in Schools; EDUC 5093 Curriculum and Instruction for Special Learners Specialty Standard Three-EDUC 5772 Supervision of Teaching Specialty Standard Four EDUC 5753 Principles of School Administration Specialty Standard Five EDUC 5782 Supervision of Teaching Specialty Standard Six EDUC 5783 Implementation of State & Federal Guidelines; EDUC 5763 Public School Finance Specialty Standard Seven EDUC 5500 Internship Reflective Summary of program 7 P a g e

9 Vita Portfolio Terminology A compilation of the candidate s professional and academic life experiences (similar to a résumé). Some samples are posted on the NWOSU Education Division web page. Other samples may be found on-line. Philosophy Statement The candidate s personal and professional ideas regarding education and his/her area of expertise. Certification A copy of the candidate s credentials from the state department of education or other appropriate agency. Transcripts Unofficial copies of all collegiate coursework copied from Rangernet (covered in EDUC 5010). Standards Original standards may be found at the top of the Core Standards and Artifacts section of the candidate s portfolio in LiveText. Each core course addresses a core standard. (Many specialty courses address specialty standards as well but not all do). The NWOSU Educational Leadership program meets the standards of ELCC (Educational Leadership Constituents Council). Artifact(s) Examples of candidate s work/projects completed during graduate coursework that meet ELCC standards. Artifacts are derived from assignments in courses. Rationale/Reflective Commentary of Standard The rationale/reflective commentary explains clearly why the artifact was selected and how it connects to the specific standard. It also provides adept evidence of the standard the candidate is addressing, i.e. understanding of subject and pedagogical knowledge (know & understand), as well as illustrating knowledge of the disposition and its impact on student learning (use). In addition, it provides a personal voice to articulate individual autonomy and personal growth. Thus, the written commentary is to be articulate, clear, coherent, and thorough. It also contains vivid details and has a minimum number of grammatical and spelling errors, etc. How to write a rationale or Reflective Commentary: Generally, the rationale/reflective commentary should have four paragraphs. Paragraph 1: How does the artifact meet the standard? Paragraph 2: Summarize the artifact, i.e., how was the artifact created? Paragraph 3: Why is meeting the standard important? Paragraph 4: How will the candidate apply what he/she has learned to the role of principal? Below is a table that contains the rubric advisory committee members will use to score a candidate s rationale/reflective commentary: 8 P a g e

10 Content of Commentary Target 3 Acceptable 2 Unacceptable 1 The commentary clearly explains: why this artifact(s) is a good representation of the standard, i.e. it should address all facets of the standard: who was involved: what the circumstances, concerns, or issues were: and when and where the event or series of events occurred The candidate s self-assessment is evident as he/she describes: how the experience helped his/her personal growth; how/what changes might be made to alter his/her personal professional framework as a result of this experience. Reflective Summary of Program The commentary gives sufficient representation of the six (6) noted requirements. The commentary gives sufficient representation of at least two (2) of the six noted requirements. The commentary is missing, includes only one (1) of the six noted requirements, or is unsatisfactory. Written at Milestone 3, the reflective summary explains what the portfolio reveals about the candidate s strengths and needs and about his/her development as a professional during the master s program. As a self-assessment, it provides evidence that he/she has the ability to reflect upon and justify his/her practices and effects on student learning with the goal of improving professional practice. Bullock and Hawk (2001) suggest that reflections should consist of three vital components: (1) description, (2) analysis, and (3) planning. To assist the candidate in writing a reflective statement, the Division of Education suggests the following: The candidate should 1) identify specifically his/her level of knowledge in his/her subject matter before beginning the program; 2) state specifically what the candidate learned in the program and discuss how this compares with what he/she knew (or thought he/she knew) before entering the program; and 3) anticipate the ways in which the knowledge gained from the program will benefit the candidate in the future as a principal (provide examples). Below is a table that contains the rubric advisory committee members will use to score a candidate s reflective summary: Description Rubric for Final Reflective Summary of Program Target 3 Acceptable 2 Unacceptable 1 Includes who, what, when, Includes at least three (3) of where, and how the the five noted requirements candidate completed his/her that are listed in proficient particular program. column. column. Analysis Compares at least three (3) ways in which the candidate s level of knowledge in his/her subject area before beginning the program to what he/she specifically learned in the program. Compares at least one (1) way in which the candidate s level of knowledge in his/her subject area before beginning the program to what he/she specifically learned in the program. Includes two (2) or less of the noted requirements that are listed in proficient Does not discuss the candidate s level of knowledge in his/her level of subject area before beginning the program and does not state what he/she learned in the program. 9 P a g e

11 Planning Describes at least three (3) ways in which the candidate anticipates using the knowledge gained from the program to benefit him/her in the future. Presentation Written clearly and concisely at the college level and is free of grammatical errors and extraneous material. Provides well-developed paragraphs with thorough supporting details. Describes at least one (1) way in which the candidate anticipates using the knowledge gained from the program to benefit him/her in the future. Includes at least three major grammatical errors and displays a few problems with wordiness, paragraph formation, and supporting details. Milestones Fails to describe way(s) in which the candidate anticipates using the knowledge gained from the program to benefit him/her in the future. Includes at least four major grammatical errors and employs wordy sentences. Lacks paragraphs and supporting details. Successful completion of three milestones is required for the Master of Education, Educational Leadership. Due dates for submission of the portfolio to committee members are April 1, July 1, or November 1. It is the candidate s responsibility to notify committee members by the respective due date of the need for portfolio review. Requirements for each of the milestones are: Milestone 1 (Semester of 10 th Hour) Introduction Professional Credentials Required Paperwork: Completed and Signed Committee Selection Form Completed and Signed Degree Plan of Study MAT/GRE Office Score Disposition 1, Self-Assessment Diversity Chart Artifacts Meeting Three (3) Standards with Rationale/Reflective Commentary Submit for Review to Chair of Committee and Share with Other Advisory Committee Members Milestone 2 (After 20 th Hour) Update Professional Credentials and Required Paperwork Artifacts Meeting Four (4) Standards with Rationale/Reflective Commentary Copy of Milestone 1 Assessment Disposition 2 (Professor Chosen by Candidate) Plan of Improvement for Disposition (If Necessary) Milestone 3 (Final Semester) Update Professional Credentials and Required Paperwork Reflective Summary of Program Artifacts to Meet All Core and Specialty Standards with Rationale/Reflective Commentary Copy of Milestone 2 Assessment Disposition Assessment (Professor Chosen by Candidate, Different than #2 Assessment) Plan of Improvement for Disposition (If Necessary) 10 P a g e

12 Portfolio Defense A candidate for the Master of Education, Educational Leadership, must orally defend his/her graduate portfolio at the completion of Milestone 3. The Portfolio Defense Form is to be submitted to the graduate office no later than November 1, April 1, or July 1 in the semester in which the student expects to graduate. This form is found under the Forms and Plans of Study tab on the Graduate Studies website (See Appendix). To be eligible for the portfolio defense, the candidate must have completed all coursework or be enrolled in the final hours; must have no outstanding grades of "incomplete" in courses used on the degree plan of study; and must not be enrolled in more than nine hours in a regular semester or six hours in a summer term (summer includes the May interim). Portfolio Approval Upon successful completion of all program requirements, the Graduate Committee will recommend the candidate for graduation. If all requirements have not been met, a Plan of Improvement will be filled out by the advisory committee to be implemented by the candidate (See Appendix). INTERNSHIP (EDUC 5500) Educational Leadership In this capstone practicum, candidates will apply their knowledge, skills, and disposition regarding the importance to prepare a presentation for professional personnel. Permission of the Chair, Division of Education, or Dean, School of Professional Studies is required. The internship provides significant opportunities for candidates to synthesize and apply the knowledge and practice the skills identified in the ELCC standards 1 6. The candidate will experience substantial, sustained, standards-based work in real settings, planned and guided cooperatively by the university and the public school personnel (ELCC Standard 7.0). Purpose of Internship: To provide the candidate an enriching real life work experience within the school setting that prepares them to transition into the job of school-leader by applying knowledge to promote the success of all learners. The internship is monitored by an on-site mentor who has demonstrated skills and training as an educational leader (ELCC Standard 7.3). A minimum of 160 hours of clinical and field-based experiences is required. Completion and submission of the Mentor Administrator Agreement to the EDUC 5500 professor of record is a requirement of EDUC Prerequisites: (1) Candidate must have completed all coursework, or (2) Candidate may take one class concurrently with Internship. Exceptions to either of these two policies must be approved by the graduate advisory committee prior to the internship semester. Role of the Mentor Principal: To challenge the candidate to develop his or her highest potential as scholar-practitioners to creatively solve problems; make fair, just and equitable decisions; take responsibility; and develop creative and critical thinking skills. 11 P a g e

13 Role of the University Supervisor: To provide support to both the mentor and intern within a nurturing environment in which creativity, learning, personal, and professional growth occurs. LiveText software is required for the candidate s professional portfolio. (Each student must upload assigned artifacts to LiveText as a required component of this class. Since all candidates are required to maintain a current LiveText subscription, if all required field experiences and artifacts are not completed and entered into LiveText by the due date, the candidate will receive a grade of F in the course regardless of other grades.) ELCC Standards for Internship Building Level Leadership Standard 1.0: A building-level education leader applies knowledge that promotes the success of every student by collaboratively facilitating the development, articulation, implementation, and stewardship of a shared school vision of learning through the collection and use of data to identify school goals, assess organizational effectiveness, and implement school plans to achieve school goals; promotion of continual and sustainable school improvement; and evaluation of school progress and revision of school plans supported by school-based stakeholders. 1.1 Candidates understand and can collaboratively develop, articulate, implement, and steward a shared vision of learning for a school. 1.2 Candidates understand and can collect and use data to identify school goals, assess organizational effectiveness, and implement plans to achieve school goals. 1.3 Candidates understand and can promote continual and sustainable school improvement. 1.4 Candidates understand and can evaluate school progress and revise school plans supported by school stakeholders. Standard 2.0: A building-level education leader applies knowledge that promotes the success of every student by sustaining a school culture and instructional program conducive to student learning through collaboration, trust, and a personalized learning environment with high expectations for students; creating and evaluating a comprehensive, rigorous and coherent curricular and instructional school program; developing and supervising the instructional and leadership capacity of school staff; and promoting the most effective and appropriate technologies to support teaching and learning within a school environment. 2.1 Candidates understand and can sustain a school culture and instructional program conducive to student learning through collaboration, trust, and a personalized learning environment with high expectations for students. 2.2 Candidates understand and can create and evaluate a comprehensive, rigorous, and coherent curricular and instructional school program. 2.3 Candidates understand and can develop and supervise the instructional and leadership capacity of school staff. 2.4 Candidates understand and can promote the most effective and appropriate technologies to support teaching and learning in a school environment. Standard 3.0: A building-level education leader applies knowledge that promotes the success of every student by ensuring the management of the school organization, operation, and resources through monitoring and evaluating the school management and operational systems; efficiently using 12 P a g e

14 human, fiscal, and technological resources in a school environment; promoting and protecting the welfare and safety of school students and staff; developing school capacity for distributed leadership; and ensuring that teacher and organizational time is focused to support high-quality instruction and student learning. 3.1 Candidates understand and can monitor and evaluate school management and operational systems. 3.2 Candidates understand and can efficiently use human, fiscal, and technological resources to manage school operations. 3.3 Candidates understand and can promote school-based policies and procedures that protect the welfare and safety of students and staff within the school. 3.4 Candidates understand and can develop school capacity for distributed leadership. 3.5 Candidates understand and can ensure teacher and organizational time focuses on supporting high-quality school instruction and student learning. Standard 4.0: A building-level education leader applies knowledge that promotes the success of every student by collaborating with faculty and community members, responding to diverse community interests and needs, and mobilizing community resources on behalf of the school by collecting and analyzing information pertinent to improvement of the school s educational environment; promoting an understanding, appreciation, and use of the diverse cultural, social, and intellectual resources within the school community; building and sustaining positive school relationships with families and caregivers; and cultivating productive school relationships with community partners. 4.1 Candidates understand and can collaborate with faculty and community members by collecting and analyzing information pertinent to the improvement of the school s educational environment. 4.2 Candidates understand and can mobilize community resources by promoting an understanding, appreciation, and use of diverse cultural, social, and intellectual resources within the school community. 4.3 Candidates understand and can respond to community interests and needs by building and sustaining positive school relationships with families and caregivers. 4.4 Candidates understand and can respond to community interests and needs by building and sustaining productive school relationships with community partners. Standard 5.0: A building-level education leader applies knowledge that promotes the success of every student by acting with integrity, fairness, and in an ethical manner to ensure a school system of accountability for every student s academic and social success by modeling school principles of selfawareness, reflective practice, transparency, and ethical behavior as related to their roles within the school; safeguarding the values of democracy, equity, and diversity within the school; evaluating the potential moral and legal consequences of decision making in the school; and promoting social justice within the school to ensure that individual student needs inform all aspects of schooling. 5.1 Candidates understand and can act with integrity and fairness to ensure a school system of accountability for every student s academic and social success. 5.2 Candidates understand and can model principles of self-awareness, reflective practice, transparency, and ethical behavior as related to their roles within the school. 5.3 Candidates understand and can safeguard the values of democracy, equity, and diversity within the school. 5.4 Candidates understand and can evaluate the potential moral and legal consequences of decision making in the school. 13 P a g e

15 5.5 Candidates understand and can promote social justice within the school to ensure that individual student needs inform all aspects of schooling. Standard 6.0: A building-level education leader applies knowledge that promotes the success of every student by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context through advocating for school students, families, and caregivers; acting to influence local, district, state, and national decisions affecting student learning in a school environment; and anticipating and assessing emerging trends and initiatives in order to adapt schoolbased leadership strategies. 6.1 Candidates understand and can advocate for school students, families, and caregivers. 6.2 Candidates understand and can act to influence local, district, state, and national decisions affecting student learning in a school environment. 6.3 Candidates understand and can anticipate and assess emerging trends and initiatives in order to adapt school-based leadership strategies. Standard 7.0: A building-level education leader applies knowledge that promotes the success of every student through a substantial and sustained educational leadership internship experience that has school-based field experiences and clinical internship practice within a school setting and is monitored by a qualified, on-site mentor. 7.1 Substantial Field and Clinical Internship Experience: The program provides significant field experiences and clinical internship practice for candidates within a school environment to synthesize and apply the content knowledge and develop professional skills identified in the other Educational Leadership Building-Level Program Standards through authentic, school-based leadership experiences. 7.2 Sustained Internship Experience: Candidates are provided a six-month, concentrated (9 12 hours per week) internship that includes field experiences within a school-based environment. 7.3 Qualified On-Site Mentor: An on-site school mentor who has demonstrated experience as an educational leader within a school and is selected collaboratively by the intern and program faculty with training by the supervising institution. ISTE (International Society for Technology in Education) STANDARD(S): 2008 Facilitate and inspire student learning and creativity Design and develop digital-age learning experiences and assessment Model digital-age work and learning Promote and model digital citizenship and responsibility Engage in professional growth and leadership OBJECTIVES for INTERNSHIP: The objectives for EDUC 5500, Internship are all Oklahoma Subject Area Test objectives for school administration, building level: 14 P a g e

16 SIGNATURE ASSESSMENT: The internship for the Educational Leadership program consists of an internship four months in length. The Internship rubric is used for the four month period. The internship requires 10 hours per week or 40 hours per month for a total of 160 hours to ensure a sustained internship (ELCC Standard 7.2). The Mentor Administrator Agreement must be signed and turned in to the EDUC 5500 professor prior to beginning the course. The Internship Journal will be used to document the following activities: 1. Conduct weekly meetings with the mentor in the intern setting; provide log of meeting dates and times; send log in monthly. Topics will include personnel, discipline, parental involvement, budget, supervision, professional development, professionalism, state assessments, legal liabilities, confidentiality, scheduling, ethics and student activities (ELCC Standard 7.1). 2. Complete a log detailing the hours in a public school setting while performing leadership responsibilities that increase in complexity over time. The total will be 160 hours. The log is to be turned in monthly. (ELCC Standard 7.1 & 7.2). 3. Interview central office staff from two different school systems and compare and contrast the results of the interviews. An artifact analyzing the two different school systems is to be submitted to demonstrate alternative internship experiences to support diverse clinical training during the internship (ELCC Standard 7.0). 4. Intern will maintain a monthly reflection journal throughout the internship. This is due at end of each month. Reflect upon what the intern and mentor planned and discussed as well as administrative responsibilities during the month, what was learned, what went well, what did not go well, etc. 5. Devote at least one of the sixteen weeks (10 hours) to a different setting than the full time internship assignment. An artifact analyzing the two different school systems must be submitted to demonstrate alternative internship experiences to support diverse clinical training during the internship. The artifact will describe the setting and will include a compare/contrast narrative to the full time internship setting. (ELCC Standard 7.0). 6. The candidate will complete a graduate evaluation that will be given during last two weeks of semester. 7. The mentor will complete an online Internship Assessment. This assessment will cover ELCC Standards Write on each of the ELCC standards how the Internship has prepared the candidate to meet each of these standards. This assignment aligns with ELCC Standard #7 in the Portfolio. 9. The candidate will complete an online Internship Assessment. This assessment will cover ELCC Standards P a g e

17 APPENDIX 16 P a g e

18 NORTHWESTERN OKLAHOMA STATE UNIVERSITY GRADUATE PLAN OF STUDY ~ Master of Education ~ Elementary/Secondary Education Educational Leadership Option Name: Student ID#: Program Hours Semester 1. Required Course(during semester of 10 th hour) EDUC 5010 Graduate Study Seminar 0 2. Required Core Subjects (10 hours) A. Research EDUC 5013 Introduction to Educational Research 3 B. Foundation EDUC 5203 Educational Practices 2 C. Psychology EDUC 5212 Psychology of Teaching 2 D. Diversity EDUC 5822 Multicultural Education 2 3. Related Area of Study: Educational Leadership (24 hours) EDUC 5103 Curriculum in Schools 3 EDUC 5093 Curriculum & Instruction for Special Learners 3 EDUC 5703 School Personnel and Administration 3 EDUC 5782 Supervision of Teaching 2 EDUC 5753 Principles of Public School Administration 3 EDUC 5763 Public School Finance 3 EDUC 5772 School and Public Relations 2 EDUC 5783 Implementing State and Federal Requirements 3 EDUC 5500 Internship (must be taken in final semester) 2 TOTAL HOURS: (minimum 34 hours required) Approved: (original signatures required) Student: Date: Advisory Committee: Chair Date: Member Date: Member Date: Associate Dean of Graduate Studies: Date: Form Revised P a g e

19 NORTHWESTERN OKLAHOMA STATE UNIVERSITY CERTIFICATION ONLY PROGRAM SCHOOL ADMINISTRATION Name: Student ID #: Address: Phone (Home): (Work): Recommended Steps for Completing Certification 1. Evidence of master s degree: (Transcript from issuing educational institution) 2. Evidence of relevant work experience: (Company letter or job description) Other Evidence 3. Evidence of passing certification tests: (Official Certification Test Results) Attach evidence to back of form. STRUCTURE OF CERTIFICATION ONLY PROGRAM EDUC 5103, Curriculum in Schools EDUC 5093, Curriculum/Instruction for Special Learners EDUC 5703, School Personnel/Administration EDUC 5782, Supervision of Teaching EDUC 5753, Principles Public School Administration EDUC 5763, Public School Finance EDUC 5772, School and Public Relations EDUC 5783, Implement State/Federal Requirements EDUC 5500, Internship (last semester) EDUC 5010 Graduate Seminar Milestone 3 of the Portfolio Sem/Year COMMENTS: STATEMENT OF INTENT I declare that it is my intention to complete the above certification program within three (3) years of the date that accompanies my signature below. (Initial) I understand that failure to complete this program within the indicated three (3) year timeframe forfeits my right for a renewal of my alternative administrative certificate. (Initial) I agree to abide by the regulations governing the graduate program as stated in the Graduate Catalog. SIGNATURES CERTIFICATION ONLY PLAN APPROVED Student Advisor Dean Chair, Division of Education Date: Date: Date: Date: 18 P a g e

20 MENTOR ADMINISTRATOR AGREEMENT Name of NWOSU Intern Candidate: Printed Name of Mentor Administrator: Mentor Administrator s Phone: The administrator agrees to the following: 1. To assist the candidate create a proposal of activities for the Practicum Internship that is in keeping with the ELCC Standards and provide the candidate with the opportunities to take leadership roles in these proposed activities. 2. To mentor the candidate in achieving a final product worthy of the highest caliber of professionalism 3. To communicate concerns to the NWOSU professor when it is felt that s/he may assist the candidate to do a better job. 4. To sign the final log of time in the practicum internship, which must be at least 160 clock hours, indicating the log is a fair representation of the actual time the candidate participated in internship activities 5. To encourage the candidate to devote 9 to 12 hours per week working on projects. 6. To suggest how the candidate may research the internship topics by doing observations, by interviewing administrators, faculty, and parents who might give significant input, by visiting with personnel at the State Department of Education, by doing Internet research--perhaps at the U. S. Department of Education site, by doing library or other research, and/or by visiting DHS or other community service providers. 7. To help the candidate find documents, policies, or other information from the district and building archives that will assist in creating a first-class portfolio. Also, to encourage other school personnel to assist likewise when necessary. 8. To allow personal leave, when appropriate and within the district s policy limits, if the candidate has to travel to fulfill the research requirements of the portfolio. (At the administrator s option, s/he may assign professional leave if the school receives direct benefit from the candidate s travel. However, candidates are told to plan to use personal leave if they must travel.) 9. To assist in assigning the final grade for the internship., Mentor Administrator/Date 19 P a g e

21 NORTHWESTERN OKLAHOMA STATE UNIVERSITY EDUC 5500 Internship LOG SHEET MONTH 1. Conduct weekly meetings with your mentor in the intern setting. Provide log of meeting dates and times. Send in monthly (You may make copies of this form to submit or you may me a copy of this form on the dates due.) Date Brief Description of Meeting Name of Administrator Time Hours Total Hours Candidate s Signature Administrator s Signature 20 P a g e

22 NORTHWESTERN OKLAHOMA STATE UNIVERSITY EDUC 5500 Internship LOG SHEET MONTH 2. Complete a log detailing the hours in a public school setting while performing administrative responsibilities that increase in complexity over time. The total will be 160 hours. (You may make copies of this form to submit or you may me a copy of this form on the dates due.) Date Brief Description of Activity Time Hours Total Hours Candidate s Signature Administrator 21 P a g e

23 NORTHWESTERN OKLAHOMA STATE UNIVERSITY Division of Education / Educational Leadership EDUC 5500 Internship Assessment Candidate: Student ID#: Certification Level: Principal Date: Rubric 3pts. Target/Exemplary: Exceeds expectation for standards; superior performance throughout internship; little or no support/guidance required. 2pts. Acceptable: Meets expectations for standards; performance is consistent but support/guidance required throughout internship. 1pt. Unacceptable: Does not meet standards; further development needed. *Evidence Code: P. = Portfolio J. = Journal/Log O. = Observation A. = Assignment Number for Standard from Portfolio Professional Standards for School Administration: 1. Took a leadership role in planning and implementing intern activities; internship plan was informed by the course syllabus and other relevant materials 2. Develops a vision of learning based on relevant knowledge and theories. (ELCC 1:1.) 3. Can articulate the schools vision and mission. Demonstrated a clear understanding of the school vision and mission during the course of the internship (ELCC 1:2.) 4. Provides programs or activities that motivate staff, families and students in development of plans and processes for achieving and implementing the vision. (ELCC 1:3) 5. Understands approaches to organizational change, diversity, school-based management, and school restructuring as relates to communicating a vision, use of data-based strategies to monitor, evaluate, and revise the vision. (ELCC 1:4) 6. Involves community members in the vision through effective communication. (ELCC 1:5) 7. Facilitate activities that promote a positive school culture. (ELCC 2:1.) 8. Reviews, evaluates, and revises instructional programs on the basis of sound information, data analysis, and can apply principles of effective instruction. Demonstrated understanding, knowledge and skill regarding instructional program development, instructional delivery, use of technology and evaluation. (ELCC 2:2.) 9. Provides teachers with best practices to improve student learning (ELCC 2:3.) 10. Interacts with teachers as adult learners in preparing and implementing professional development plans that are research related to improved instruction and learning. (ELCC 2:4.) 11. Practices relevant fiscal management policies and procedures that promote student achievement (Manage organization). (ELCC 3:1) Evidence Code* (see above) Points 22 P a g e

24 12. Uses effective methods of personnel selection, supervision, and evaluation, including communication plans and application of legal principals to ensure community collaboration skills and a safe environment (Manage operations). (ELCC 3:2) 13. Uses problem solving skills and operational planning in use of resource allocation can apply and assess technologies for school management, business procedures, and scheduling (Manage resources). (ELCC 3:3) 14. Involves families and other community members through decision-making methods based on models of outreach, use of research, marketing strategies, social services, and work with the media. (ELCC 4:1) 15. Responds to Community Interest and Needs (ELCC 4:2) 16. Promotes partnerships among staff, families, the business and other community groups to accommodate diversity, special needs and uses community resources to enhance instruction. (ELCC 4:3) 17. Demonstrates a respect for the rights of others with regard to confidentiality, dignity, and engages in honest interactions (Integrity). (ELCC 5:1) 18. Acts fairly by Demonstrating the ability to combine impartiality, sensitivity to student diversity, and ethical considerations in the interactions with others. (ELCC 5:2) 19. Makes and explains decisions based on ethical and legal principles (ELCC 5:3) 20. Understands research on federal, state, and municipal laws and regulations affecting schools, staff, and students, including laws on disability, civil rights, diversity, poverty, social justice and responsibilities, issues of liability, and the requirements of due process. (ELCC- 6:1) 21. Is familiar with the range of instructional programs and policies that can promote academic learning for all students and the ongoing dialogue with the school community. (ELCC 6:2) 22. Advocates for policies and programs that demonstrate political, social, economic, legal and cultural factors that lead to equity for all student learning. (ELCC 6:3) 23. Promotes activities that honor academic excellence. Summary Evaluation of Dispositions 24. Modeled professionalism regarding democratic enterprise. 25. Exhibited openness to diverse cultures, individuals, and to new ideas through inquiry and self-reflection. 26. Modeled professional ethics and sound professional judgment. 27. Demonstrated empathy in their relations with faculty, staff and students. 28. Demonstrated willing leadership to their profession. Meeting Dates: 1st 2 nd 3 rd District / School Supervisor: Date: Certifications Principal Intern: Date: NWOSU University Supervisor: Date: 23 P a g e

25 RELEASE FORM FOR USE OF PHOTOS, VIDEOS, AND STUDENT WORK Dear Parent/Guardian: I am a Northwestern Oklahoma State University graduate student. As part of program requirements, I am involved in field experience in your child s classroom. One component of the program required by the State of Oklahoma is to develop a portfolio. To show evidence of my competence and professional growth, I may like to use photos, videotapes, and/or class work from this classroom experience. The photographs and videotapes would only be used to demonstrate my growth and progress. It does not focus on students in this classroom. All materials will be kept confidential and will only be used as part of the required portfolio. The portfolio will be reviewed by faculty at NWOSU, by Oklahoma Commission for Teacher Preparation, and/or national/state review teams for the purposes of accreditation. Sincerely, Student name: School/Teacher: As a parent or guardian, of the above named student : I give my permission to include a duplicate of my child s work, image in a photograph or on a video. No student name will appear with any materials that are submitted. I do not give permission for this information about my child to be used for portfolio documentation. Signature of parent/guardian: Date 24 P a g e