Handbook. For. The Comprehensive Portfolio Examination. And. The Internship In Educational Leadership. School of Education

Transcription

1 Handbook For The Comprehensive Portfolio Examination And The Internship In Educational Leadership School of Education Educational Administration, Leadership And Technology Program November 2007

2 2 CONTENTS 1. Forward 3 2. Internship: Purpose, Goals and Objectives 4 3. Requirements for Application 5 4. Procedure for Admission 6 5. Application: EDU 8791 and EDU Letter to the Intern Cooperating Administrator Internship Log (example) Internship Projects Competencies Portfolio Guidelines/Requirements 25

3 3 FORWARD The Educational Administration, Leadership and Technology Department thanks you for accepting this challenge and hope that you find it an exciting and enjoyable experience. The Internship in Educational Leadership is a professional practicum experience, the foundation of which is a three-way collaboration among the supervisor from the college faculty, district cooperating administrators, and the intern. In order for this triad to be effective, all three partners must clearly understand their respective responsibilities and the policies of the School of Education. This handbook is a guide to facilitate a successful partnership. The various functions within the professional triad are specifically outlined so that each partner may be fully aware of his or her role in this independent relationship. It is essential for each member of the triad to effectively communicate, cooperate, and collaborate to assure success. Please read this guide carefully so that you may fully understand the role expectations, responsibilities and recommendations in order to make this partnership effective and successful. The faculty of the Educational Administration, Leadership and Technology Department wish you our best for success. It is our hope that your shared experiences will provide you with personal and professional growth as well as a rewarding relationship. Upon completion of this certification program you are encouraged to consider Dowling s Ed. D program for further professional development. Richard F. Bernato, Ed.D. Faculty Advisor

4 4 DOWLING COLLEGE SCHOOL OF EDUCATION ADVANCED CERTIFICATE PROGRAM IN EDUCATIONAL ADMINISTRATION, LEADERSHIP AND TECHNOLOGY THE SHIP PURPOSE, GOALS, and OBJECTIVES The purpose of the Internship in Educational Administration, Leadership and Technology is to facilitate performance-based field experiences for the postgraduate student seeking administrative certification as a School Building Leader (SBL), School District Leader (SDL) and School District Business Leader (SDBL). This approach relies on a strong conceptual base of knowledge and understanding of professional practices. The shared resources of the field settings will enable students to participate in a closely supervised experience by the Intern Supervisor and the Cooperating Administrator. The goal of the Leadership Internship is to provide the intern with an opportunity to apply the theoretical knowledge and skills acquired during the postgraduate study within an institutional setting such as a public school district. To attain this goal, the student will demonstrate proficiency in the following eleven knowledge and skill domains: I. Professional and Ethical Leadership II. III. IV. Information Management and Assessment Organizational Management and Systems Interpersonal Relationships V. Financial Management and Resource Allocation VI. VII. VIII. IX. Technology and Information Systems Curriculum, Instruction, Supervision, and the Learning Environment Professional Development and Human Resources Student Personnel Services X. Community and Public Relations XI. Educational Law, Public Policy and Political Systems

5 5 REQUIREMENTS FOR APPLICATION TO THE SHIP IN EDUCATIONAL ADMINISTRATION, LEADERSHIP AND TECHNOLOGY 1. The student must have a Permanent New York State Teaching Certification and a Masters Degree in Education or a related field. Candidates for an SBA Internship must have a Masters Degree in a business related discipline. 2. The student must register for a minimum of twelve (12) semester hours of approved graduate study at Dowling College in the Program of Educational Administration, Leadership and Technology. 3. The building component, (EDU 8791) and the central office component, (EDU 8792). 4. (EDU 8792) will each include 400 hours for a total of 800 hours. These must be recorded in the time log. Students may accumulate up to 125 hours toward the internship total of 800 prior to enrollment in EDU These hours must be reflected in the required time log and journal and related to the eleven required competencies. They must also be done under the supervision of a certified site administrator. 5. Upon the recommendation of the Department Coordinator and the approval of the Dean of the School of Education, up to six (6) transfer credits of postgraduate study may be accepted as part of the Advanced Certificate studies. 6. Students must take EDU 8791 prior to Those students who possess a School Building Leader (SBL) certification and who are seeking a School District Leader (SDL) certification must complete, upon the approval of the Internship Coordinator or the Department Coordinator, a minimum of six (6) additional post graduate credits in the Educational Administration Leadership and Technology Program and a three (3) credit 400 hour internship in central office administration (EDU 8792). 8. The student must maintain a cumulative Dowling College grade point average of 3.0 in the Educational Administration, Leadership and Technology Program. 9. Each Professional Diploma Candidate is responsible to check the NYSED website periodically. From time to time requirements and deadlines for certification change.

6 6 PROCEDURE FOR ADMISSION INTO THE SHIP IN EDUCATIONAL LEADERSHIP PROGRAM In preparation for the Internship, the student is responsible for the following procedures: 1. For the application obtain the Handbook for the Internship in Educational Leadership (including all forms) available electronically from 2. The applicant must fill in the application form and write an Internship Proposal for the internship experience. This proposal will contain: (1) A brief description of the intern s proposed site of the internship. If the internship will take place in two different districts, then both districts must be described. There must be a description of the school in which the intern will be working for the building experience. (2) A list of the type of day-to-day internship activities toward accomplishing the eleven areas of competencies (see page 11) necessary for state activities. 3. The applicant must consult with their Cooperating Administrator for the internship and the Superintendent of Schools (or the BOCES Superintendent if the intern is a BOCES employee). The purpose of these meetings is to obtain approval for the Internship Proposal and obtain required signatures from cooperating school district administrators. 4. The applicant must submit the Internship Proposal and signed Application Form at the first class session of EDU The approved and signed proposal and forms must be submitted no later than the second week of the semester. Copies must also be included in the portfolio (see Below). 5. The intern must attend all the seminar meetings for the duration of the internship, and complete all of the assignments at the appropriate competence level. The Internship must be completed in consecutive semesters. 6. The intern will develop an electronic portfolio that demonstrates knowledge and skills gained during the internship. In addition to the print material listed below, the portfolio will include a minute power point demonstration of highlights of the experience. (See page 25 for specific requirements of the portfolio). 7. The intern must maintain a Time Log recording the required 800 hours (i.e. 400 for 8791 and 400 for 8792) of administrative service. The Log is a record of time spent on significant tasks congruent with the development of the eleven competencies. It must be certified by your supervisor/cooperating administrator. The Log must be included in each intern s electronic portfolio.

7 7 8. The intern will maintain a Journal that is a written narrative of significant experiences throughout the internship. The Journal is the personal account of the Intern s Reflections, and must be maintained from the beginning of the internship activity and throughout the experience until completion of the internship and included in the electronic portfolio. 9. The intern will also maintain the Register of Competencies, and the signature of the cooperating administrator must certify evidence of the development of these competencies. These should be certified periodically throughout the course of the internship during regularly scheduled meetings of the intern and the supervisor and included in the portfolio. Prior to the internship experience, the candidate may add 125 hours pre- logged hours with the approval and signature of the cooperating administrator. 10. The intern s supervisor will be visited on site by the Internship Coordinator as needed during the internship experience. Such visits will serve to follow the progress of the intern, facilitate process evaluation, and lead to a final summative evaluation. KEEP ELECTRONIC COPIES OF ALL DOCUMENTS FOR YOUR RECORDS

8 8 DOWLING COLLEGE SCHOOL OF EDUCATION EDUCATIONAL ADMINISTRATION, LEADERSHIP AND TECHNOLOGY APPLICATION FOR THE SHIP IN EDUCATIONAL LEADERSHIP EDU 8791 AND EDU 8792 Complete this form and attach it to your written SHIP PROGRAM PROPOSAL and submit both with the APPROVAL FORM signed by the District Superintendent at the first class session. Keep copies for your records. Put electronic copies in you portfolio. Candidate for the Professional Diploma: SBL SDL SDBL PLEASE TYPE OR PRINT CLEARLY ANTICIPATED DATE OF GRADUATION Internship: Fall/Spring Spring/Summer Name of Applicant: Home Address : Work Address : Home Telephone: Work Telephone: Home Work ( ) ( ) I am applying for admission into the Internship in Educational Administration, Leadership and Technology at Dowling College in compliance with the minimum requirement of 400/800 internship work hours and the attached Internship Proposal.

9 9 I have completed the following courses toward the Educational Administration, Leadership and Technology Professional Diploma: (List Dowling Course Numbers; if transferred, name the college with the title of the course). THIS SECTION MUST BE COMPLETED. Courses Completed: (1) (2) (3) (4) (5) (6) Currently Enrolled: (1) (2) Present School District: Position: Telephone Number: ( ) Site of the Proposed Internship: School District: School Building: Address: Telephone Number: ( ) Cooperating Administrator: Signature: Title: Tel. No. ( ) District No( ) Superintendent: Tel. Signature Please append a detailed set of directions from the closest major artery to your site.

10 10 APPLICANT S PAST PROFESSIONAL EXPERIENCE: Dates District Position APPLICANT S EDUCATION: Institution Degree Received Date APPLICANTS SIGNATURE DATE

11 11 Dear Cooperating Administrator: Thank you for agreeing to assume the shared responsibility of supervising our Intern in Dowling College s Program in Educational Administration, Leadership and Technology. We truly appreciate the time you will be spending with our Intern, and it is our goal to insure that each Intern is given ample opportunity to participate in a range of leadership and administrative responsibilities that will insure both breadth of experience and depth of situational analysis. At the completion of the Intern s experience, we ask that you write an evaluation of the Intern s progress and accomplishments. This will become a part of the Intern s permanent Professional Portfolio at Dowling College. Please do not hesitate to contact me with any questions or suggestions to enrich the Intern s experience. In addition, I am sure that our conversation at the completion of the Intern s program will provide opportunities for you to indicate how our program can be improved. I look forward to meeting with you in the near future. Sincerely, Richard F. Bernato, Ed, D. Richard F. Bernato, Ed.D. Associate Professor of Educational Administration, Leadership and Technology

12 12 DOWLING COLLEGE SCHOOL OF EDUCATION EDUCATIONAL ADMINISTRATION, LEADERSHIP AND TECHNOLOGY SHIP TIME LOG (use a word chart or excel chart) Semester: Professor: NAME OF : SCHOOL DISTRICT OR ORGANIZATION: SIGNATURE OF DATE TIME DESCRIPTION OF TOTAL TIME COMPETENCIES ACTIVITY ADDRESSED

13 13 THE SHIP PROJECTS The intern will be involved in many projects over the course of the two semesters. At least one project must address building-level responsibilities in 8791, while the second project must address a district-wide activity in The intern is advised to develop these projects with the Cooperating Administrator and the appropriate central office personnel. The intern must have primary responsibility for all phases of the projects. The intern should choose projects in both EDU 8791 (building) and EDU 8792 (district) that require (1) clarification of a problem or project, (2) reviewing the literature pertaining to the project, (3) planning, (4) possible alternative strategies and solutions, (5) implementation strategies, and (6) evaluation outcomes. These projects must be related to one or more of the competency knowledge and domains. These activities must be described in the electronic portfolio under the eleven competencies.

14 14 SHIP ASSESSMENT OF ACCOMPLISHMENT OF ELEVEN COMPETENCIES To be filled out by cooperating administrator and intern. Please initial for each competency. I. PROFESSIONAL AND ETHICAL LEADERSHIP 1.1 Facilitate the development of a shared vision and strategic plan for the school or district. 1.2 Influence school culture and values by implementing the shared vision and cultivating group norms. 1.3 Give purpose and direction for individuals and groups. 1.4 Initiate and facilitate change 1.5 Frame analyzes and resolves problems using appropriate problem solving techniques (e.g. identify problem, seek and analyze problem factors, collect relevant information, identify causes, give possible solutions, determine best solution with others when appropriate). 1.6 Understand and create conditions that motivate staff and students to achieve the school s vision (e.g. facilitating collegiality and teamwork, assigning significant work, encouraging challenging standards, providing autonomy, supporting innovation, delegating responsibility, recognizing and rewarding effective performance, providing coaching and resources, providing knowledge of results, serving as role model). Yes No N/A Yes No N/A

15 Gather data to understand the values of the school and community. Yes No N/A Yes No N/A 1.8 Promote Leadership in others; provide opportunities for leadership to the faculty and staff. 1.9 Plan for personal and professional development, endorsing the value of career long professional development Follow a professional code of ethics and values Act with a reasoned understanding of the role of education in a democratic society and in accordance with accepted ethical standards.

16 16 II. INFORMATION MANAGEMENT AND ASSESSMENT 2.1 Conduct needs assessment of the school and community. 2.2 Determine what diagnostic information is needed about students, staff and the school environment. 2.3 Use qualitative and quantitative data for assessing school programs and designing accountability measures. 2.4 Design, conduct and evaluate research studies, applying data to school improvement. Yes No N/A Yes No N/A III. ORGANIZATIONAL MANAGEMENT AND SYSTEMS 3.1 Plan and schedule educational programs, projects and resources to meet objectives. 3.2 Utilize site based management strategies in defining roles and functions. 3.3 Initiate appropriate management techniques, including collaborative processes. 3.4 Monitor and assess the progress of activities, making adjustments and formulating new action steps as necessary. 3.5 Plan and schedule one s own work and other s work so that resources are used appropriately. 3.6 Manage a healthy and safe school environment. Yes No N/A Yes No N/A

17 17 IV. INTERPERSONAL RELATIONSHIPS 4.1 Use principles of human relations theory and practice, and communications theory and practice with others. 4.2 Show sensitivity in contact with others (e.g. perceive their needs and concerns, show tact, diminish stress, exhibit stability, etc.). 4.3 Promote multicultural awareness gender sensitivity, and racial and ethnic appreciation. 4.4 Use effective verbal and nonverbal communication in a variety of situations (e.g. listening, honesty, clarity, factual, timely feedback, optimum setting, media technology, etc.). 4.5 Use written communication effectively in a variety of forms. 4.6 Facilitate and/or assist in-group processes. 4.7 Plan effective meetings. 4.8 Apply conflict management techniques when needed. Yes No N/A Yes No N/A V. FINANCIAL MANAGEMENT AND RESOURCE ALLOCATION (MINIMUM OF FIVE COMPETENCIES) 5.1 Identify and Yes No N/A Yes No N/A analyze the major source of school revenue. 5.2 Acquire and manage material and financial resources for school programs (e.g. cost benefit analysis).

18 Allocate resources according to district or school priorities. 5.4 Perform budget functions including financial planning, monitoring, accounting for expenditure and management. 5.5 Apply technology to the budgeting and accounting process. 5.6 Manage and/or assist and effectively utilize capital goods and services, including property, plant, equipment, transportation and food services. Yes No N/A Yes No N/A VI. TECHNOLOGY AND INFORMATION SYSTEMS 6.1 Use technology and information systems to enrich curriculum and instruction (e.g. CAI systems, computer writing labs, CD-ROM retrieval systems, inter-active video, etc.). 6.2 Advocate the use of technologies among staff. 6.3 Develop long-range technology and information systems plans for school or district. 6.4 Make informed decisions on computer hardware and software in meeting district and school needs and priorities. Yes No N/A Yes No N/A

19 19 VII. CURRICULUM, INSTRUCTION, SUPERVISION, AND THE LEARNING ENVIRONMENT 7.1 Create with teachers, parents and students a positive school culture that promotes learning: (e.g. holds high expectations, focuses on accomplishments, and Incorporates recognition systems.) 7.2 Develop collaboratively a climate and organization that supports instructional improvement and removes obstacles to strengthening curriculum and instruction. 7.3 Base curricular decisions on research, theory, and informed practice about information processing, cognitive development, human development, learning styles and constructive frameworks. 7.4 Base curricular decisions on philosophical, sociological and historical foundations and desired outcomes. 7.5 Consider the community s values and goals, social needs and changing conditions, in curriculum development. Unsure multi-cultural and non-sexist curriculum. 7.6 Establish curricular goals and objectives and translate these into instructional goals and objectives, using various curricular design models. Yes No N/A Yes No N/A

20 Design curriculum and instruction appropriate for varied teaching and learning styles including specific student needs based on gender, ethnicity, culture, social class and exceptionalities. 7.8 Utilize a variety of supervisory models (e.g. including clinical, developmental cognitive coaching, and peer coaching), and observation and conferencing skills to improve teaching and learning. 7.9 Describe several staffing patterns (e.g. self contained, team, interdisciplinary, differentiated, departmentalized) and their relationship to instructional practices and student grouping Relate various forms of class scheduling or school organizational structures to different teaching strategies and to various types of desired student outcomes Assess student process using a variety of traditional and authentic techniques Plan, develop and assess appropriate programs for special needs students Address new state and federal policies and mandates, national goals, and standards. Yes No N/A Yes No N/A

21 21 VIII. PROFESSIONAL DEVELOPMENT AND HUMAN RESOURCES 8.1 Identify needs for professional development based on the school and district vision and a strategic plan. 8.2 Work with faculty and other stakeholders to organize, facilitate, and evaluate professional development programs. 8.3 Ensure that professional development activities give priority to improved student outcomes. 8.4 Integrate district and school staff development priorities and programs. 8.5 Apply adult learning strategies to professional development. 8.6 Implement mentoring, coaching, conferencing and other techniques to ensure new knowledge and skills are practiced in the workplace. 8.7 Assess school or school district climate and develop plans for improving climate. 8.8 Formulate a selfdevelopment plan including major professional resources for continuing professional growth. 8.9 Identify criteria and processes for the recruitment, selection and compensation of personnel, with sensivity issues of diversity. Yes No N/A Yes No N/A

22 22 IX. STUDENT PERSONNEL SERVICES 9.1 Apply the principles of student growth and development to the school environment and the educational program. 9.2 Involve school staff in the design and delivery of student personnel services to help achieve the school s vision and strategic plan. 9.3 Collaborate with community agencies to provide health services and other support systems for students. 9.4 Work with the counseling staff to provide a full program of counseling and guidance services (e.g. orientation programs, appraisal services, pupil data services, teaching advisement, and counseling including occupational and college planning services. 9.5 Address student and family needs as appropriate. Yes No N/A Yes No N/A 10.1 Analyze community and district power structures, and identify major opinion leaders Articulate the districts or school s vision mission and priorities Communicate effectively with various cultural, ethnic and racial groups in the community. X. COMMUNITY AND PUBLIC RELATIONS

23 Gather data from school and community sources, including advisory bodies to understand and shape community and media relations Form collaborative relationships with businesses, citizen associations, social service agencies, parental groups, advocacy groups, universities and churches to build support for education Develop an effective, interactive public relations program Organize and maintain an effective staff communications program. Yes No N/A Yes No N/A XI EDUCATIONAL LAW, PUBLIC POLICY AND POLITICAL SYSTEMS 11.1 Apply knowledge of federal statutory and regulatory provisions that influence public education Apply knowledge of state constitutional statutory and regulatory provisions and judicial decisions governing a state s educational system Apply knowledge of the standard of care applicable to civil or criminal liability for negligent or intentional acts. Yes No N/A Yes No N/A

24 Apply knowledge of principles applicable to the administration of contracts in a school setting Interpret the formal relationships among federal, state, district and school site policies Identify the critical elements of policy development, design and implementation Participate in the political process of policy making at the local, state, or national levels Analyze relationships between local governing boards and schools. Yes No N/A Yes No N/A

25 25 DOWLING COLLEGE ADVANCED CERTIFICATE PROGRAM Ricahard Bernarto, Ph. D. EDUCATIONAL ADMINISTRATION, LEADERSHIP AND TECHNOLOGY A certification program for school building and district administrators in NYS GUIDELINES FOR THE ELECTRONIC PORTFOLIO A portfolio for EDU8791 and a portfolio for EDU8792 must be completed for each course/internship. Students must get a copy of the internship handbook as soon as they begin courses in order to begin building the portfolio required for the Advanced Certficate in Educational Administration, Leadership and Technology. The portfolio serves as a comprehensive examination and culminating activity. The portfolio must include evidence of accomplishment and learning from each course in the program per certification expectation. Include examples of projects, papers, etc. It must be submitted in the second course of the internship at the conclusion of the program. The entire portfolio must be electronic. The following are required elements of the Portfolio. PART 1 REQUIRED PORTFOLIO DOCUMENTS FROM EACH COURSE IN THE PROGRAM AS HYPERLINKS. Do entire portfolio in the same folder in order to make hyperlinks work. Include hyperlinks for each course to: 1. Numbered lists of knowledge and skills learned with instructor s name. 2. Relevant support documents (evidence of mastery) for each item in class referred to in portfolio, e.g. papers, projects, examinations, etc. List hyperlinks to as many documents as appropriate for each course that indicate knowledge and skills learned. Scan in as needed Numbered list of knowledge and skills learned 8711 Numbered list of knowledge and skills learned 8721 Numbered list of knowledge and skills learned 8722 Numbered list of knowledge and skills learned 8731 Numbered list of knowledge and skills learned Example for each course: 8732 Numbered list of knowledge and skills learned WHY CHAPTER 1 FAILED doc Why State Mandates Don't Work revised.doc Virtues & Values DOC 8733 Numbered list of knowledge and skills learned

26 Numbered list of knowledge and skills learned 8736 Numbered list of knowledge and skills learned 8737 Numbered list of knowledge and skills learned 8738 Numbered list of knowledge and skills learned 8739 Numbered list of knowledge and skills learned 8740 Numbered list of knowledge and skills learned 8741 Numbered list of knowledge and skills learned 8742 Numbered list of knowledge and skills learned 8791 Numbered list of knowledge and skills learned Building projects you worked on list (8791) hyperlink e.g. school schedule conference day mathematics curriculum etc Numbered list of knowledge and skills learned s District project you worked on list (8792) hyperlink PART 2 REQUIRED PORTFOLIO DOCUMENTS FOR ADMINISTRATIVE SHIP AS HYPERLINKS. A POWER POINT PRESENTATION of about minutes that includes an overview of program/internship experiences related to each of the eleven performance based competencies delineated in the HANDBOOK FOR THE SHIP IN EDUCATIONAL LEADERSHIP. Be prepared to answer questions on anything in your portfolio. REQUIRED DOCUMENTS Table of Contents with hyperlinks to each item listed below: 1. A one page resume.rtf including education, certifications/licenses, and experience. 2. An expanded resume describing most relevant experiences and accomplishments especially as they apply to the eleven competencies.

27 27 3. Copies of all forms and signatures required (see handbook) for admission to the Internship. (Originals must be submitted to instructor by second session of first internship course.) 4. Copies of all signed forms required.doc for the demonstration of the eleven competencies (see handbook SHIP ASSESSMENT OF ACCOMPLISHMENT OF ELEVEN COMPETENCIES). Scan in with signatures. 5. The internship time log BUILDING TIME LOG.doc documenting required hours (see handbook). Use excel or Microsoft word chart e.g. Date Time Activity Competencies Addressed 4/ hours Worked on HS e.g. 6, 7.2, 3.3 master schedule 6. A Journal doc in the form of a written narrative of experiences throughout the Advanced Certificate program. This journal is the personal account of the intern s reflections. Include reflections on the Internship seminar class as well as all significant activities and events in the internship itself. Include separate sections with descriptions of your involvement in at least one 8791 (building) project and one 8792 (district) project. ELEVEN COMPETENCIES DOCUMENTS AS HYPERLINKS Include any documents that are relevant to each of the eleven required competencies (see handbook). Include examples of materials and any evidence that demonstrates mastery of knowledge and skills in each. List competencies by number with document titles as hyperlinks, e.g. Competency 1: Professional and Ethical Leadership Competency 1.BMP Document title as hyperlink Document title as hyperlink Document title as hyperlink Competency 2: Information Management and Assessment Document title as hyperlink Document title as hyperlink Document title as hyperlink Document title as hyperlink Etc. Scan in as needed for all eleven competencies. PART 3 10 OTHER RELEVANT DOCUMENTS AS HYPERLINKS Include any documents that are relevant but not included in the above.

28 28 E. G. letters of commendation, projects that are outgrowths of your work in the Advanced Certficate Program, any personal and/or professional accomplishments, etc. Note: Keep electronic copies of everything in your portfolio. The copies you submit will be kept by the Education Department for a. Assessment and review of your comprehensive examination, b. Assessment and review of NCATE standards and c. Assessment and review of SED website certification requirements. Your portfolio must be presented in full in each internship seminar.