Grand Canyon University Master of Education in Educational Administration Program Handbook

Transcription

1 Grand Canyon University Master of Education in Educational Administration Program Handbook Grand Canyon University 3300 W. Camelback Road Phoenix, AZ

2 Version Record Edition Version Updated Changes Made December 3, 2009 Original May 21, 2010 Revised COE Mission Statement Revised Dean s Message to reflect new mission statement Reformatted Practicum/Field Experience Table February 11, 2011 Removed honorarium for principal mentors Removed outdated OFE organization chart Added ELCC ship Evaluation Instrument (Appendix B) 2

3 Table of Contents Version Record... 2 Table of Contents... 3 List of Tables... 4 List of Figures... 5 Forward from the Dean of the College of Education... 6 Introductory Message from the Program Chair... 7 Grand Canyon University College of Education Certified Teaching Experience Verification Form Institutional Recommendation Program and Course Sequence Master of Education in Educational Administration Program Design A Standards-Driven Program Design Educational Leadership Policy Standards: Interstate School Leaders Licensure Consortium (ISLLC) Field and Practicum Experiences Practicum Participant Roles Action Inquiry EDA Program Benchmark Assessment Concepts Principal Candidate Principal Mentor Faculty Instructor Administrative ship Closure and Evaluation Appendix A Appendix B

4 List of Tables Table 1. GCU College of Education Minimum Practicum/Field Experience Hours Table 2. Master of Education in Educational Administration Course Benchmark Assessments 4

5 List of Figures Figure 1. Program Design Hierarchy. Figure 2. The roles of participants prior to capstone. Figure 3. The roles of participants involved in the capstone. 5

6 Forward from the Dean of the College of Education The Mission of Grand Canyon University (GCU) is to prepare learners to become global citizens, critical thinkers, effective communicators, and responsible leaders by providing an academically-challenging, valuesbased curriculum from the context of our Christian heritage. Each element of the University s Mission Statement is uniquely addressed in the GCU curriculum and by the GCU culture, both of which shape a rich learning environment from which learners graduate with professional and life skills, particularly those needed in the contemporary job market. The University s five guiding principles, as derived from the University s Mission, direct operations and provide an additional common philosophical orientation for the work of faculty and staff in the fulfillment of the Mission. These five guiding principles are Integrity & Ethics, Student- Oriented, Communication, Action-Oriented, and Self-Leadership. The College of Education operates as a unit of Grand Canyon University. As such, its Mission Statement reflects the obligation of the College to support and promote the University s Mission as well as to guide its own operations. Professional education programs at Grand Canyon University are designed to support and promote the university s mission to prepare learners to become global citizens, critical thinkers, effective communicators, and responsible leaders from the context of its Christian heritage. The College of Education inspires excellence in pedagogy and scholarship; advances reflective, innovative, and collaborative teaching practices to maximize student learning and achievement; promotes servant leadership in educational communities; and engages a diverse and global community of learners with purpose and passion. This Arizona state approved educational administration program is designed to promote the required knowledge, skills, and dispositions necessary for learners to become quality educational leaders. Opportunities for administrator candidates to refine and apply learned knowledge, skills, and dispositions are integrated throughout the entire program of study with an internship experience at the end. Along with faculty analysis and assessment, learners are challenged to continually reflect on their own learning and application to adjust and shape their thinking and behavior in efforts to positively impact their students academic achievements. As Dean, working with faculty, staff, and students across the College and University, I am dedicated and committed to providing our learners with high quality programs, excellent service, and supplemental resources that support the educational community at GCU. As learners prepare themselves as highly effective administrators in pursuit of their personal and professional goals, the College of Education will train, support, and mentor them while upholding the highest integrity and ethical standards. Sincerely, Dr. Kimberly LaPrade Dean of College of Education Grand Canyon University 6

7 Introductory Message from the Program Chair Next to the teacher in the classroom, there is no person more important to the success of a school and the students enrolled at that school than the Principal. Research and literature continue to show that the Principal is critical to creating and sustaining a school climate and culture that is conducive to both student learning and quality teaching. This program of study has been designed to present students with a comprehensive continuum of learning opportunities based on current research findings, expert literature, and proven best-practices, that are based on the ISLLC 2008 Leadership Standards and Functions. The need to prepare school leadership capable of bringing about change designed to improve student achievement is paramount to the continued success of the American educational system into the 21 st Century. This program of study contains a series of real-world assignments designed to provide opportunities for the application of both knowledge and skills identified within national standards and research. It is built around the concept of scaffolding experiences to include observation, practice, and leading, and doing so through face-to-face and notional interaction with other students, teachers, parents, and administrators. The majority of courses in this program of study contain practicum hours where the student will visit school sites and be exposed to the real-world challenges and experiences they can expect once they graduate. Each of these practicum experiences is framed by an Action Inquiry template commonly used by school leaders to identify and solve problems. This exposure will promote the notion that Action Inquiry should become a habit of the mind for future school leaders, rather than a tool one might keep in a tool box. Each course within this program of study will be taught by experts who share knowledge and experience in areas of school leadership, administrative foundations, organizational theory, PK-12 legal issues, public school finance, curriculum development, and instructional leadership. In addition, each of the courses contains assignments and activities based on real-world problems and issues and the culminating Benchmark Assessments within each course will help guide students through observation, practice, and hands-on leadership experiences. At the end of the program of study, students must be prepared to complete a 16-week administrative internship. The primary purpose for this internship is to provide significant real-world opportunities for Principal Candidates to synthesize and apply knowledge and to practice the skills that have been identified and taught throughout the program of study. We believe strongly that students who complete this Master of Education in Educational Administration program of study will be well prepared to join forces with teachers, parents, and community stakeholders to help shape the face of American education into the 21 st Century. They will have the knowledge and skills necessary to meet the challenges we are aware of today and manage the change process to be prepared to meet the challenges of tomorrow. Consider the following: The Principal Candidate as an Ambassador As students complete administrative internships across various sites throughout America and the world, they represent Grand Canyon University as ambassadors. You may be the first example of Grand Canyon University to many professionals and members of the general population in your particular area. Consequently, Principal Candidates have the responsibility of representing Grand Canyon University professionally to the population of people being served. Our goal is for you to be an exemplary professional model of Grand Canyon University. Therefore, while completing the administrative internship, be mindful of your role as a University Ambassador. The following link provides a brief history of Grand Canyon University. This historical information along with your prior academic preparation will help answer questions others may have about Grand Canyon University: For student policies, please refer to the Grand Canyon University Policy Handbook at 7

8 Administrative ship Outcomes At the end of the administrative internship, students will have demonstrated or applied the following skills and/or professional products: Completed a professional self-evaluation Developed a professional résumé Developed an e-portfolio Designed a professional development plan that is future oriented and needs based Compiled a network list of professional resources and individuals Experienced and demonstrated proficiency in reflective practices and habits through journaling, record keeping, and maintaining a professional activities log Demonstrated significant professional growth in the application of knowledge and skills Demonstrated entry-level leadership skills in educational administration Demonstrated comprehension of and the ability to successfully apply professional and ethical standards governing education Instructional Preparation The College of Education prepares teachers, administrators, and other professional school personnel to enter and serve the education profession. Common expectations for Principal Candidates are found in course syllabi, instructional practices, ethics, field experiences, clinical and professional standards, and data-driven assessment. Prior instructional opportunities across educational philosophy, pedagogy, learning and cognitive theory, content knowledge, and field experiences have prepared students for their administrative internship experience. The administrative internship serves as an extended culminating experience that focuses and applies your knowledge, thus transforming you into a professional. Throughout the administrative internship, instruction will include the use of technology, collaborative learning teams, and the sharing of knowledge and skills gained during the administrative internship. Commitment to Excellence The College of Education requires Principal Candidates to possess essential skills, demonstrate problem-solving techniques, employ assessment-based decision making, and function adeptly by employing critical and creative thinking and taking responsibility for their actions. Through developing a professional philosophy, demonstrating reflective thought and action evidenced in TaskStream, and gaining an awareness of professional attributes, you will become a true professional during the administrative internship. Active cooperation in the evaluation of individual skill development and demonstrated awareness of your disposition are professional functions for you to master. Commitment to Diversity The College of Education professes respect for and values the importance of community diversity. Instructors will create a culture of mutual respect, tolerance, and fellowship among faculty, students, and K-12 colleagues. Pluralistic cultural behaviors should be modeled by instructors, and you will be given the requisite skills necessary to become professional models within a diverse culture. Principal Candidates will implement knowledge, skills, and dispositions required to meet the needs of students from different cultures, genders, and exceptionalities. Within this nurturing environment, you should express and demonstrate awareness of the important individual and cultural differences that form the rich, cultural tapestry of a global society. Technology Skilled application of technology by instructors is a competency expectation expressed by the College of Education. Every member of our college is expected to demonstrate a commitment to applied technology across 8

9 all phases of professional life. This commitment forms an integral core of instructors as models for learning and the use of technology to enhance academic achievement. Applied technology in education is an integral part of contemporary instructional practices as a benchmark of excellence. Students will be expected to use technology in every phase of their academic preparation. As such, it is incumbent on faculty to provide learning experiences that are driven by a deep commitment to infusion of technology across the curriculum. You will complete capstone and e-portfolio assignments using electronic formats that will enable development of an interactive and career-long, technology-facilitated professional document. The commitment to technology is written across each syllabus and deeply within the research, teaching, and assessment practices of each instructor. Professional Standards Alignment The professional standards underpinning our practices espoused by state, national, and professional associations are fundamental foundation blocks of the College of Education s instructional practices. Students will demonstrate in-depth knowledge and comprehension of standards and how to apply them in the real world. You will be held accountable for demonstrating functional application of professional standards across problem solving, critical and creative thinking, data-driven decision-making, and responsibility taking activities applied to real life settings. You will also participate in standards-based learning as you explore diversity and appropriate assessment practices. You will experience multiple opportunities to explore, apply, and discuss professional standards to develop attitudes consistent with your professional field of study. Fingerprint Clearance Prior to participation in an administrative internship, all students must submit a copy of their Fingerprint Clearance Card from their state Department of Public Safety or comparable agency or have one already on file with Grand Canyon University. Copies of the Fingerprint Clearance Card should be sent to the following address: 9

10 Grand Canyon University Accreditation The University is accredited by The Higher Learning Commission (member of North Central Association of Colleges and Schools), 30 N. LaSalle St. Suite 2400, Chicago, IL ; tel ; The Grand Canyon University College of Education is approved by the Arizona State Board of Education and the Arizona Department of Education to offer Institution Recommendations for the certification of elementary, secondary, special education teachers, and administrators. Mission and Vision Mission Statement: Grand Canyon University prepares learners to become global citizens, critical thinkers, effective communicators and responsible leaders by providing an academically challenging, values-based curriculum from the context of our Christian heritage. Vision: Grand Canyon University is the premier Christian University educating people to lead and serve. 10

11 College of Education Mission Professional education programs at Grand Canyon University are designed to support and promote the university s mission to prepare learners to become global citizens, critical thinkers, effective communicators, and responsible leaders from the context of its Christian heritage. The College of Education inspires excellence in pedagogy and scholarship; advances reflective, innovative, and collaborative teaching practices to maximize student learning and achievement; promotes servant leadership in educational communities; and engages a diverse and global community of learners with purpose and passion. The COE strictly adheres to State of Arizona Department of Education and federal policies to serve students best interests, complete educational goals of teacher certification, and continue the University s tradition of preparing outstanding educators. College of Education programs are a planned sequence of courses and schoolbased experiences for preparing K-12 administrators and other professional school personnel. These courses and school-based experiences lead to a recommendation for an Arizona provisional certificate to work in the State s schools. The COE and University at large consider the rigorous coursework and participation requirements an essential component to developing quality educators. Office of Field Experience Purpose The Office of Field Experience in the College of Education is an integral component of the Educational Administration degree program; it is dedicated to supporting the Principal Candidate in their final step to becoming a certified administrator. The Office of Field Experience provides a professional, knowledgeable, and positive service to enhance the collaborative relationships within the University, districts, and schools to promote the responsible pedagogy and University awareness. Principal Candidates are assigned to a Field Experience Specialist within the Office of Field Experience who is responsible for facilitating all aspects of their internship. Each Field Experience Specialist is assigned to a specific region and works with all Principal Candidates that reside there. This regional structure allows the Office of Field Experience to cultivate and maintain collaborative working relationships with school districts and GCU Supervisors residing in the area. The Field Experience Specialist is available to work with the Principal Candidate, the Principal Mentor, and the GCU Supervisor from the onset of placement through the completion of the internship. It is the Field Experience Specialist that will facilitate and ultimately confirm that the Principal Candidate s internship placement meets the requirements of the Master of Education in Educational Administration degree program. Placement Procedures: To be eligible to start Educational Administration ship, the Principal Candidate must have all coursework completed within their program of study and maintain a minimum GPA of 3.0. Students also need to work with the appropriate department to remove any academic and/or financial holds on account to ensure that the Office of Academic Advisement is able to complete the required registration process. The Principal Candidate can view their program evaluation located on the my.gcu.edu website. The Office of Academic Advisement is also available to discuss program progression and academic eligibility. 11

12 The Principal Candidate must provide verification of a Current State of Arizona Department of Public Safety Fingerprint Clearance Card or current fingerprint clearance documentation in accordance with the fingerprint policies of the state in which they reside and teach. Students are not allowed to enroll in any course containing a practicum requirement including the Educational Administration internship until documentation has been received and verified by the Office of Academic Records. The Office of Field Experience requires that Principal Candidates provide the Certified Teaching Experience Verification Form signed and notarized by their district s Human Resources department as well as a copy of their current teaching certificate. Educational Administration ship Application Principal Candidates are required to submit the Educational Administration ship application to the Office of Field Experience prior to EDA 586A. Once the ship Application has been received and approved, the Principal Candidate will be contacted by their assigned Field Experience Specialist to discuss their application prior to their contacting the school district and/or school. This will allow the Principal Candidate and the Field Experience Specialist to discuss the placement confirmation process and to obtain any additional information that may be necessary. The Field Experience Specialist will notify the student via their GCU address when their internship has been finalized. The will include the contact information for the GCU Supervisor; the supervisor will be working with the Principal Candidate and the Principal Mentor throughout the internship. The Principal Candidate is required to make contact with the GCU Supervisor prior to the start date of their ship to start building a cooperating, working relationship and to discuss the expectations of all parties. The Educational Administration ship begins on the first day of the semester per the Grand Canyon University Academic Calendar. 12

13 Certified Teaching Experience Verification Form Instructions to the Administrative Candidate: Complete the Candidate portion of this form and have the Human Resources department of your school district sign the bottom portion verifying a minimum of 3 years teaching experience. Multiple forms may be used if the 3 years were not completed with the same institution. This form must be on file prior to enrollment in the M.Ed. Educational Administration (IR) program. Principal Candidate Name (please print) Social Security Number and/or Student ID By signing below, I verify this person to have years of certified teaching experience with our k-12 institution. Name (please print) Title Phone number Signature Date PLEASE COMPLETE AND FAX TO: E-Fax: The Office of Field Experience ext 6374 [email protected] The Grand Canyon University College of Education is approved by the Arizona State Board of Education and the Arizona Department of Education to offer Institution Recommendations for the certification of elementary, secondary, special education teachers, and administrators. The Arizona state approved programs lead to Arizona certification and eligibility for an Arizona Institution Recommendation. Students of the College of Education are responsible for contacting their state Department of Education or Licensing Department for certification requirements and program approval. 13

14 Institutional Recommendation GCU provides its principal candidates with the opportunity to be involved in a principal internship/credentialing program, but does not guarantee certification. The College of Education follows Arizona State Institutional Recommendations (IR) and verification for successful program completion. Educational requirements for certification vary from state to state, so additional requirements may be necessary to receive certification in the student s desired state. All students are required to check with their respective state Department of Education for determining the certification requirements of their state. Students seeking AZ IR/Certification/License are required to receive a passing score on the Arizona Educator Proficiency Assessments Exam. The exam may be taken during the administrative internship assignment, provided all other coursework has been completed. Information regarding payment, test day, test dates, registration deadlines, admission tickets, study guides, score reports, alternative testing arrangements, and refunds can be found at the AEPA Web site: Information regarding certification requirements, which test to take and AEPA program policies, can be found at the Arizona Department of Education Web site: 14

15 Program and Course Sequence Grand Canyon University has offered the Master of Education in Educational Administration since To understand the Master of Education in Educational Administration program better, it is important to understand the University program design process. This design process is embedded and is the strength of the Master of Education in Educational Administration program at GCU. GCU s program design validates that an effective business process is in place and supports the University s academic integrity and ethics by providing clear and concise information about the structure and content of the program offering. All designed programs and courses include embedded assessment. As illustrated in Figure 1, the program design hierarchy directly links the institution s vision, mission, domains, sub-domains, and competencies in a linear development, such that the program design hierarchy demonstrates connected knowledge and skills. Domains are the major themes that run through an entire program and subdomains are sub-themes that support and explain domains. Individual courses in a program reflect all or some of the themes. Additionally, the program design establishes programmatic competencies. In other words, what students should be able to do after completing the program. The curriculum at GCU is designed to help all students gain required program knowledge and competencies to be successful in their chosen field. Creating a process for developing and continuously improving curriculum is one of the most important tasks GCU undertakes, not only because it affects accreditation but more importantly, because it affects students. GCU strives to ensure students who progress through the program at different times exit the program with the same foundational knowledge and demonstrable skills, and that graduates bring commensurate knowledge and practical skills to the workforce. Consistent competencies and objectives, regardless of the modality, are the foundation of every program design. All GCU courses provide foundational knowledge and then apply or synthesize the learning. The assessment process overlays the entire program design hierarchy. The University competencies and domains are assessed using the University wide assessment process. The formative and summative evaluations exist on a programmatic and course level to measure student learning of the defined outcomes. Finally, a capstone experience ensures students meet and demonstrate program competencies as a whole. Thus, all graduates of the same program will have developed comparable skill sets. Figure 1 outlines the Master of Education in Educational Administration program design and program of study. Figure 1. Program design hierarchy. 15

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17 Master of Education in Educational Administration Program Design Program Description Grand Canyon University s Master of Education in Educational Administration (Eligible for Institutional Recommendation/Credential) program is designed for individuals interested in Educational Administration in the PK-12 setting and seeking an administrative certificate. The Interstate School Leaders Licensure Consortium (ISLLC) and the Educational Leadership Constituent Council (ELCC) standards are the foundation of this program of study. Courses are taught by experts in their respective fields who share knowledge and experience in areas of school leadership, administrative foundations, organizational theory, PK-12 legal issues, public school finance, curriculum development, and instructional leadership. As an opportunity to apply theory to practice, field experience/practicum hours are embedded throughout the program. The Action Inquiry process frames these experiences. Benchmark assessments within each course guide students through observation, practice, and hands-on leadership experiences. Students must be prepared to complete a 16-week administrative internship component at the end of the program. Graduates of the program are well prepared to be informed educational administrators in public and private schools and other settings requiring an administrative credential. Students must have a teaching certificate to be admitted into this program. Enrollment in this program requires documentation of 3 years of certified teaching experience. Educational Leadership Graduates of Grand Canyon University s Master of Education in Educational Administration program will be able to promote the success of all students by facilitating the development, articulation, implementation, and stewardship of a school or district vision of learning supported by the school community. (ISLLC 1, 2, 4, 6; ELCC 1, 2, 4, 6) Graduates of Grand Canyon University s Master of Education in Educational Administration program will be able to: Employ educational decision making grounded in a Christian worldview and values-based judgment. Use data-driven research strategies for strategic planning processes that focus on student learning. Facilitate the development and implementation of a vision of continuous school improvement. Communicate the organizational vision and mission within the context of the larger learning community involving all stakeholders. Inspire and empower all stakeholders to assume responsibility, ownership, and initiative for organizational mission and vision. Curriculum and Instruction Graduates of Grand Canyon University s Master of Education in Educational Administration program will be able to promote the success of all students by promoting a positive school culture, providing an effective instructional program, applying best practice to student learning, and designing comprehensive professional growth plans for staff. (ISLLC 2, 4, 6; ELLC 2, 4, 6) 17

18 Graduates of Grand Canyon University s Master of Education in Educational Administration program will be able to: Assess school and community culture using multiple methods and implement context-appropriate strategies that embrace the diversity and the strengths of those communities in order to improve school programs. Facilitate the assessment of school curriculum to ensure rigor, alignment to state standards, proper implementation, and student achievement as measured through state and district assessments. Develop school policies and procedures that comply with and maximize the benefit from federal and state legislation and policies as they relate to curricular issues and special needs populations. Utilize current and future technologies to enhance both teaching and learning across the campus and content areas. Apply research findings to the use of a variety of instructional strategies. Organizational Management Graduates of Grand Canyon University s Master of Education in Educational Administration program will be able to promote the success of all students by managing the organization, operations, and resources in a way that promotes a safe, efficient, and effective learning environment. (ISLLC 1, 2, 3; ELCC 1, 2, 3) Graduates of Grand Canyon University s Master of Education in Educational Administration program will be able to: Evaluate and improve the effectiveness of all staff members and volunteers (personnel) in accomplishing school standards and goals. Facilitate the creation and implementation of plans of action for focusing on effective organization and management of fiscal, human, and material resources, giving priority to student learning, safety, legislative compliance, curriculum, and instruction. Empower educational leaders at all levels of the organization to collaborate and participate in the decision making process. Facilitate a collaborative process to identify and assess the nature of organizational problems and generate potential solutions. Design, assess, and implement educational programs to accomplish organizational goals. Community and Collaboration Graduates of Grand Canyon University s Master of Education in Educational Administration program will be able to promote the success of all students by collaborating with families and other community members, responding to diverse community interests and needs, and mobilizing community resources. (ISLLC 3, 4, 6; ELCC 3, 4, 6) Graduates of Grand Canyon University s Master of Education in Educational Administration program will be able to: 18

19 Create and foster partnerships with community agencies and organizations that relate to the special needs of the school community. Mobilize community resources by engaging community members to accomplish school goals. Embrace diversity by demonstrate knowledge of, sensitivity to, and respect for the special demographics, characteristics, needs, and issues of the community. Ethics and Professional Development Graduates of Grand Canyon University s Master of Education in Educational Administration program will be able to promote the success of all students by acting with integrity and fairness, and in an ethical manner. (ISLLC 2, 4, 5; ELCC 2, 4, 5) Graduates of Grand Canyon University s Master of Education in Educational Administration program will be able to: Continue to develop personal competence, knowledge, and ethics by remaining active in state and professional organizations, pursuing continuing education, and contributing to professional publications and symposia. Mentor new members into the profession. Hold self and stakeholders accountable to ethical standards in the profession. Explain how Christian worldview and values-based standards affect moral and ethical judgment. Advocate for policies and programs that promote equitable treatment for all stakeholders. 19

20 A Standards-Driven Program Design The M.Ed. in Educational Administration (Principal) program responds to numerous research reports and organizations by making efforts to incorporate their suggestions and to re-evaluate our program s quality continuously according to their guidelines. The Southern Regional Education Board (2008) completed a comprehensive review of educational administrative programs and concluded that the programs of study available were not sufficient to train administrators for the job adequately. As such, they suggested that the Interstate School Leaders Licensure Consortium (ISLLC) and the Educational Leadership Constituent Council (ELCC) standards be incorporated into educational administrator programs of study. To describe the relationship between ISLLC and ELCC, consider that an ELCC standard is the foundation of an ISLLC standard building block. As the ISLLC building blocks are constructed into a building, they rest solidly on ELCC. According to SREB, there are four conditions of an Educational Administration program of study: 1) University/District Partnerships 2) Knowledge, Skills, and Dispositions of the Individual Learner 3) Field Experience and Practice 4) Evaluation of Learner Competencies University/District Partnerships Based on a shared vision and knowledge, the partnership is formal, definitive, and institutionalized. Principal candidate screening and selection is a joint process between the university and the district. The program is customized to meet district needs and resources and conditions support candidates success. Knowledge, Skills, and Dispositions of the Individual Learner Framed by the ISLLC Standards, GCU s program design places great emphasis on the principal s role in continuous school improvement, improving curriculum and instruction, and student achievement. The design team collaboratively develops, maps, and monitors the curriculum, and plans for course redesign. Instruction and assignments are designed to ensure mastery of competencies for improving student achievement. Participants engage in solving real-world problems throughout their program of study. Field Experience and Practice GCU has planned for 100 hours of Practicum/Field Experience which are embedded in 6 of the courses in the program of study, and 270 ship hours in the 2 ship courses. The Action Inquiry process frames these experiences. These experiences are purposefully designed to provide application, practice, and reflection on concepts, skills, and procedures essential for leading improvement and increasing school achievement. A scaffolded continuum of observing, participating, and leading is built into the program of study. Throughout, principal candidates receive feedback and coaching on performance of essential competencies. Evaluation of Learner Competencies Decisions about principal candidates successful completion of the program are based on clearly defined exit criteria and reliable measures of performance. Each course in the program of study includes several formative assessments throughout the course; each is completed with a summative Benchmark Assessment through which principal candidates demonstrate mastery of the core competencies and functions of the ISLLC Standards that apply in the course. The data gleaned is used to provide feedback for improvement and to determine their status 20

21 in the program. Evaluation of program effectiveness includes specific measurement of on-the-job performance and results. Southern Regional Education Board. (2008). Developing and assisting effective learning-centered principles who can improve schools and increase student achievement. [Electronic version]. Retrieved February 9, 2009, from 21

22 Educational Leadership Policy Standards: Interstate School Leaders Licensure Consortium (ISLLC) 2008 as adopted by the National Policy Board for Educational Administration on December 12, 2007 Standard 1: An education leader promotes the success of every student by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by all stakeholders. Functions A. Collaboratively develop and implement a shared vision and mission B. Collect and use data to identify goals, assess organizational effectiveness, and promote organizational learning C. Create and implement plans to achieve goals D. Promote continuous and sustainable improvement E. Monitor and evaluate progress and revise plans Standard 2: An education leader promotes the success of every student by advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth. Functions A. Nurture and sustain a culture of collaboration, trust, learning, and high expectations B. Create a comprehensive, rigorous, and coherent curricular program C. Create a personalized and motivating learning environment for students D. Supervise instruction E. Develop assessment and accountability systems to monitor student progress F. Develop the instructional and leadership capacity of staff G. Maximize time spent on quality instruction H. Promote the use of the most effective and appropriate technologies to support teaching and learning I. Monitor and evaluate the impact of the instructional program Standard 3: An education leader promotes the success of every student by ensuring management of the organization, operation, and resources for a safe, efficient, and effective learning environment. 22

23 Functions A. Monitor and evaluate the management and operational systems B. Obtain, allocate, align, and efficiently utilize human, fiscal, and technological resources C. Promote and protect the welfare and safety of students and staff D. Develop the capacity for distributed leadership E. Ensure teacher and organizational time is focused to support quality instruction and student learning Standard 4: An education leader promotes the success of every student by collaborating with faculty and community members, responding to diverse community interests and needs, and mobilizing community resources. Functions A. Collect and analyze data and information pertinent to the educational environment B. Promote understanding, appreciation, and use of the community s diverse cultural, social, and intellectual resources C. Build and sustain positive relationships with families and caregivers D. Build and sustain productive relationships with community partners Standard 5: An education leader promotes the success of every student by acting with integrity, fairness, and in an ethical manner. Functions A. Ensure a system of accountability for every student s academic and social success B. Model principles of self-awareness, reflective practice, transparency, and ethical behavior C. Safeguard the values of democracy, equity, and diversity D. Consider and evaluate the potential moral and legal consequences of decision-making E. Promote social justice and ensure that individual student needs inform all aspects of schooling Standard 6: An education leader promotes the success of every student by understanding, responding to, and influencing the political, social, economic, legal, and cultural context. Functions A. Advocate for children, families, and caregivers B. Act to influence local, district, state, and national decisions affecting student learning 23

24 C. Assess, analyze, and anticipate emerging trends and initiatives in order to adapt leadership strategies 24

25 Program of Study: Master of Education in Educational Administration (Eligible for Institutional Recommendation) Program Description Grand Canyon University s Master of Education in Educational Administration (Eligible for Institutional Recommendation) program is designed for individuals interested in educational administration in the K-12 setting and seeking an administrative certificate. The Interstate School Leaders Licensure Consortium (ISLLC) and the Educational Leadership Constituent Council (ELCC) standards form the foundation of this regionally accredited and Arizona-approved program of study. Courses are taught by expert practitioners in their respective fields who share knowledge and experience in areas of school leadership, administrative foundations, organizational theory, K-12 legal issues, public school finance, curriculum development, and instructional leadership. As an opportunity to apply theory to practice, field experience/practicum hours are embedded throughout the program. The Action Inquiry process frames these experiences. Benchmark assessments within each course guide students through observation, practice, and hands-on leadership experiences. Students must be prepared to complete a 16-week administrative internship component at the end of the program. Graduates of the program are well-prepared to be informed educational administrators in public and private schools and other settings requiring an administrative credential. Students must have a teaching certificate and documentation of 3 years of certified teaching experience to be admitted into this program. Course Number EDA 534 Educational Administration Foundation and Framework Course Title Course Description Credits This course orients students to the program, the field, and the 6 Interstate School Leaders Licensure Consortium standards guiding them. It includes an introduction to creating a professional portfolio. This course does not require embedded field experience/practicum hours. 4 25

26 EDA 575 Educational Leadership in a Changing World EDA 577 Data-Driven Decisions for School Improvement EDA 555 Legal Issues in Education EDA 535 Public School Finance This course provides a new paradigm for the school leader. Students examine the fundamental concepts of organizational theories and leadership models on a macro level and relate those theories and models to the educational enterprises. Upon completion of this course, educational leaders possess an understanding of the complexity of being a school leader, with experiences ranging from the development of a vision for systemic change to the demonstration of practical skills that work to ensure smooth day-to-day operations of a school. This course is primarily germane to the Interstate School Leaders Licensure Consortium (ISLLC) Standards 1 and 3. This course does not require embedded field experience/practicum hours. Prerequisite: EDA 534. This course provides participants with a wide range of strategies to facilitate the process of school improvement through evidence-based inquiry. Students utilize systematic processes to describe the existing environment and areas of weaknesses in order to facilitate and promote continuous and sustainable school improvement through innovation and change. This course focuses primarily on ISLLC Standards 1 and 3, and requires 15 embedded field experience/practicum hours. Prerequisites: EDA 534 and EDA 575. The 21st century school is a complex, ever-changing environment that poses a myriad of challenges to school leadership on a daily basis. This course explores important critical issues currently facing school principals and discusses possible strategies for meeting those issues. Upon completion of this course, educational leaders are able to apply the federal and state laws that govern the operation and conduct of their organization, so that they can achieve their vision and mission without treading upon the constitutional rights and personal freedoms of students and staff. This course addresses the Interstate Leaders Licensure Consortium (ISLLC) Standard 6 and requires 15 embedded field experience/practicum hours. Prerequisite: EDA 577. Upon completion of this course, students possess knowledge and understanding of the application of school finance topics related to education at the federal, state, and local levels. The students explore basic administrative theories, processes, and techniques, as well as discuss the major challenges facing them in the daily operation of local schools. In addition, students gain an understanding for the application of financial, organizational, and implementation challenges of integrating technology into the educational community. This course focuses on ISLLC Standards 3 and 6, and requires 15 embedded field experience/practicum hours. Prerequisite: EDA

27 EDA 551 Supervision and Instructional Leadership EDA 561 Curriculum Development for School Improvement Because of the pervasive nature of supervision and instructional leadership, this course approaches the topic within several arenas of the educational environment. Upon completion of this course, students possess knowledge and understanding for the application of the models and theories of supervision and instructional leadership, the interpersonal and technical skills needed for supervision, and the tasks and functions of the supervisor. In addition, students possess an understanding for the application of financial, organizational, and implementation challenges of integrating technology into the educational community, as well as leadership strategies to integrate technology into the educational community. This course focuses primarily on ISLLC Standard 2 and requires 15 embedded field experience/practicum hours. Prerequisite: EDA 577. Upon completion of this course, educational leaders possess the skills to examine existing curriculum for gaps, strengths, and weaknesses. They also understand the variety of components necessary to build a rigorous curriculum that is also flexible enough to adapt to a constantly changing world and can withstand personal and community bias. The essential elements of curriculum development for school including improvement by examining goals, beliefs, and current outcomes are also examined and discussed. In addition, students explore leadership strategies designed to integrate technology into both teaching and learning. This course responds to the Interstate Leaders Licensure Consortium (ISLLC) Standard 2 and requires 20 embedded field experience/practicum hours. Prerequisite: EDA 577. EDA 585 The Principalship The job of a principal in today s PK-12 environment is both complex and demanding. It requires that a person be skilled in the recruitment, selection, orientation, development, compensation, and evaluation of a highly qualified staff, while also seeing to the leadership and management of the educational organization. This course will explore important critical issues currently facing school principals, including the challenge of attracting and retaining a quality work force in education, while also meeting the myriad of district and state policies and laws. This course focuses on all six of the Interstate School Leaders Licensure Consortium (ISLLC) standards and requires 20 embedded field experience/practicum hours. Prerequisites: EDA 534, EDA 575, EDA 577, EDA 555, EDA 535, EDA 551, and EDA

28 EDA 586 ship in Educational Administration A and B This supervised clinical 16-week internship encourages a cooperative arrangement among the key stakeholders. Upon completion, the candidate possesses an understanding of the complexity of being a leader, ranging from development of a vision for systemic change to demonstrating practical skills ensuring smooth day-to-day operations. All six ISLLC standards are reviewed. These courses require a total of 270 internship hours, split between the A and B sections of the course. Total Master of Education in Educational Administration (Eligible for Institutional Recommendation) Credits: 40 The Arizona Department of Education requires all individuals applying for a certification in the state of Arizona to take the US/AZ Constitution and pass the subject knowledge for the Arizona Education Proficiency Assessment, as well take as six credits of Structured English Immersion. POS 301 Arizona/Federal Government This course is a survey of Arizona history and government, as well as American government. It meets the teacher certification requirement for Arizona 2 ESL 523N SEI English Language Teaching: Foundations and Methodologies ESL 533N Advanced Methodologies of Structured English Immersion government and American government. This course presents the historical, legal, theoretical, and sociological foundations of programs of instruction for English language learners. It includes an examination of the role of culture in learning and instructional program models, with a focus on Structured English Immersion. Students are instructed in immersion strategies and the use of assessment data. The content of this course correlates with the NBPTS English as a New Language Standards, Standard 1: Knowledge of Students, Standard 3: Knowledge of Culture and Diversity, Standard 8: Learning Environment, Standard 9: Assessment, and Standard 11: Linkages with Families. In this course, students continue to examine the fundamentals of the legal, historical, and educational foundations of Structured English Immersion and other instructional programs for English Language Learners. Theoretical principles of language acquisition and the role of culture in learning are examined. Methods of assessment are identified and analyzed. Students identify strategies to promote English language development and improve student achievement. They plan, deliver, and evaluate instruction for English Language Learners

29 Field and Practicum Experiences The Grand Canyon University s Master of Education in Educational Administration program is based on national standards and informed by other educational organizations. Each course of instruction contains a set of assignments designed to provide the student with opportunities to apply the knowledge and skills described by those standards and other relevant research. In addition, 6 of the 8 core courses within the program of study require the student to engage in 15 to 20 hours of embedded fieldwork experience. These on-the-ground, realworld experiences are framed in each course by an Action Inquiry process that allows the student to focus their activities around a topic-specific problem identification and resolution process. Then, benchmark assessments within each course guide students through a scaffolding of experiences that includes observation, practice, and hands-on leadership opportunities. These embedded practicum/fieldwork experiences must be completed in a state approved school under the supervision of a qualified administrator with a current administrator certificate. This on-site administrator will monitor and coach the student during the field experience and will then provide evaluative comments on the completed Action Inquiry template. This template will be submitted by the student to the course instructor for further evaluation as a course assignment. Grand Canyon University has developed a practicum/fieldwork requirement as shown in Table 1. Table 1 GCU College of Education Minimum Practicum/Field Experience Hours Content Area EDA Education Administration Foundation and Framework (formally EDA 529N) EDA Educational Leadership in a Changing World (formally EDA 552N) EDA 577 Data Driven Decisions for School Improvement (formally EDA 561N) Minimum Practicum Hours EDA Legal Issues in Education (formally EDA 532N) 15 EDA Public School Finance (formally EDA 533N) 15 EDA Supervision and Instructional Leadership (formally EDA 550N) 15 EDA Curriculum Development for School Improvement (formally 20 EDA 560N) EDA The Principalship (formally EDA 540N) 20 EDA 586A ship in Educational Administration I (formally EDA 580N-A) 135 EDA 586B ship in Educational Administration I (formally EDA 580N-A) 135 Total Practicum/Fieldwork Experience Hours

30 Practicum Participant Roles The following section identifies and defines the roles of all participants involved in threaded field experiences. There are four participants in the practicum/fieldwork experience process. The participant s roles, and definitions of those roles, include the following: Principal Candidate: The Principal Candidate is defined as the Master of Education in Educational Administration student who is engaged in the practicum/fieldwork experience. The role of the Principal Candidate includes observing the Principal, meeting the practicum/fieldwork assignment competencies, applying new learning in a PK-12 setting, and submitting assignments that demonstrate applied learning. Principal Mentor: The Principal Mentor is the school administrator to whom the Principal Candidate is assigned. The Principal Mentor must be certified, endorsed, or licensed as an administrator. The primary responsibility of the Principal Mentor is to the school and district, then to the Principal Candidate. These individuals have the expertise to provide formative feedback on the Principal Candidate s performance. Faculty Instructor: The Faculty Instructor is the University faculty member assigned to teach the Master of Education in Educational Administration courses. Faculty Instructors are responsible for implementing course assignments, as required through the curriculum, which relate to the Principal Candidate s practicum/fieldwork experience. These individuals have the expertise to provide formative feedback on the Principal Candidate s performance. Program Chair: The Program Chair is the University s full time faculty member responsible for the Master of Education in Educational Administration program. The role of the chair is to monitor the quality of the curriculum and instruction of the program. In addition, the Program Chair is responsible for the development and revision of the program of study course work, providing aid in faculty assignments, and assistance with student referrals. Figure 2 depicts the roles and responsibilities of the participants in the practicum required prior to the capstone experience. 30

31 Figure 2. The roles of participants prior to capstone. 31

32 Action Inquiry Instructions Action research is a reflective process used by school leaders to identify and solve problems on campus. The process involves both individuals and teams that want to improve business processes, operations, and efficiencies. You will complete this Action Inquiry Template for six of the eight core courses in this program of study. Upon arrival on campus, you will engage in dialogue with the Principal Mentor and other school leadership to identify an issue or problem focus that is in need of resolution. The subject and nature of this issue or problem should be consistent with the focus for the particular course of study. Once you identified an issue or problem, you enter that focus as a Statement of Problem on the Action Inquiry Template. There are a number of techniques described by Sagor (2000) and used by action researchers to find a focus for their study. Each has inherent pros and cons. Initial identification and description of the problem is critical. This action determines the scope of the study, as well as who is involved and what research is needed. Statement of the Problem Instructions: Write 2-3 sentences stating the problem using the guidelines below: Problem statement deals with the reality of the situation you are investigating. The objective of a problem statement is: To capture the reader s attention. To define the situation, problem, or gap in knowledge that the study will address. To persuade your reader to be concerned about the issue that it is valuable and worthwhile to Investigate. What kinds of topics are worthy of research? Expand existing knowledge. Contribute to the field. Problems and issues of interest to professionals. Gaps in the literature. Questions to be addressed: What is the problem? Why is it a problem? Why should we be concerned about it? What makes it a topic that is worthy of investigation? What are the ramifications of this situation? What if we do nothing? Why do we need more research? Why do we need to increase our understanding of the problem? Do we need to find ways to solve it? Using the Sagor (2000) text as a guide, identify and form a Statement of the Problem. Please complete the balance of the template through the remainder of the practicum/fieldwork hours. Relation of the Problem to the Specialization Instructions: Write 2-3 sentences describing how the problem you are addressing is not only relevant to this course of study but more importantly, the resolution will result in program or process improvement. Background and Context for the Problem 32

33 Instructions: Write 2-3 sentences describing the background and context within which the problem is occurring or the question is being asked. What has happened in the past to create the problem or need today? What research has been done? Research Questions/Hypotheses Instructions: List the primary research question first followed by any additional research questions the study proposes to answer. Your research questions flow from the problem statement. They provide the basis for planning all other parts of the study the research design, instruments, data collection, and data analysis. Research questions have the following characteristics: a) They state exactly what you want to find out; b) they are NOT big, philosophical questions; c) they can be answered by the data you collect in the study; and d) they are not yes/no questions. Importance or Significance of the Study Instructions: In two or three sentences, describe the significance of the study. Why should it be done? What is the value of the study? Why is it important? To whom is it important? Ensure that your reader will not react to your topic with "So what?" Topics in the Literature Review Instructions: Present a content outline of the literature review here. What research provides a foundation for this study? Briefly identify the major themes and sub-themes for which you will present the literature in support of this proposed study. Provide a brief description for each theme and sub-theme to show how it relates to the problem being studied. Make sure that part of the outline includes the theoretical framework that will form the foundation for the study? (Typically, you will have at least 3-4 major themes outside of the theoretical framework.) Methodology Instructions: How do you plan to conduct this study? State whether you will use quantitative, qualitative or mixed methods research, and then describe the research design in one or two sentences. Focus on the questions/hypotheses you posed earlier. Specific research designs are determined primarily by two factors: a) what the research questions require; and b) what is feasible given the resources or conditions at hand. Consider what kind of data will answer the research question/hypothesis: a) qualitative data sources can include field notes from observations, research journals, and interview; b) quantitative data sources could include test scores, frequency counts, percentages, and/or descriptive statistics; c) both qualitative and quantitative data. Consider what instruments will help you collect this data. Three categories of research design: Experimental research design: a) used to test hypotheses regarding cause and effect, b) making causal inferences requires a high degree of experimental control, and c) true experimental design versus quasi-experimental designs. Correlational research design: a) examines how variables are related to one another and b) do not reveal whether one variable causes the other. Descriptive research design depicts conditions as they exist in a particular setting. All designs may use qualitative data sources, quantitative sources or both. 33

34 IMPORTANT: Make sure that the essential elements of the pre-proposal are in alignment. The problem statement, research questions, and method must fit together. Data Collection Instructions: Briefly describe how you will collect data to answer the research questions: How will the data be collected? By whom? From whom? When? Where? Briefly describe the instrumentation for a quantitative study and sources of data for a qualitative study. Quantitative data sources typically include test scores, survey responses, and observations of behavior. Qualitative data sources typically include field notes from observations, research journals, and interviews. Who will develop the instruments? If using someone else s instrumental, what steps will be followed to obtain approval? If you are developing the instrumental, which will be used: pilot study or panel of experts. Provide a rationale for the choice. Briefly describe the data collection process that you plan to use. What specific requirements does the site for the data collection have for gaining approval to conduct a study using its participants? How will these requirements be met? IMPORTANT: You are not allowed to conduct your study in your place of employment alone. So, keep this in mind when developing this area. Data Analysis Instructions: Describe how you will analyze the data. Indicate the type(s) of statistical analysis for quantitative data and briefly describe the data analysis strategy for qualitative data. Organize the data analysis process around the research question or hypothesis. References Instructions: List all resources that you cited in this document. Learner Questions and Concerns Instruction: List any questions or concerns you wish to discuss with your Principal Mentor 34

35 EDA Program Benchmark Assessment Concepts In the development of the Master of Education in Educational Administration, the designers determined that real world, problem-based activities and practical scenarios would be embedded within the coursework and its benchmark assessments. Each benchmark stresses understanding and application of specific ISLLC standards, deconstructed by the program design team. In many cases, field experience/practicum hours, the action inquiry process, and/or contact with a variety of stakeholders within the greater educational community inform the benchmarks as well. The structure of the benchmark assessment and rubric documentation is designed to identify a number of components critical to the principal candidate s understanding of the benchmark as a capstone to a particular course. Each identifies a Targeted Essential Learning, which is gleaned from the deconstructed ISLLC standards enduring understandings. The Assessment Tool Selected is simply the type of deliverable work product candidates should expect to produce. Specific Performance/Tasks are those skills determined through the deconstructed ISLLC standards to be applicable to the benchmark. The Relevancy of Task to Principal Candidate answers the following question: How does this task relate to real life work applications or real issues/problems or student interests? The Assessment: Student Prompts/Directions section outlines the specific directions for completion of the general practicum experience (where applicable) and the assignment itself. Each Scoring Tool/Guide (Rubric) identifies the criteria against which the work product is graded. One section of the rubric always addresses the applicable ISLLC standard and function; these same elements of performance can be found on the ISLLC Evaluation Instrument for the ship to ensure continuity across the program. Another section of the rubric addresses assignment specific criteria. A third section addresses presentation of the work product. Table 2 Master of Education in Educational Administration Course Benchmark Assessments Course # Field Experience/ Practicum Hours Course Title EDA 534 None Education Administration Foundation and Framework EDA 575 None Educational Leadership and Organizational Theory Benchmark Assessment Concept Un-Wrapping the ISLLC Standards Using your chosen educational institution as a primary focus, unwrap each of the six ISLLC 2008 Standards to identify how each standard drives what an effective leader should know and be able to do for that institution. Each of the standards should be framed by the associated with each standard, and will reflect the Knowledge, Disposition, and Performance Indicators of the original ISLLC 1996 standards. The Big Picture: A Strategic Plan Using the institution you are associated with, develop a School Profile and Strategic Plan. Identify who would be involved in the planning, how the plan would communicate the institution's goals, objectives, strategies, and tactics for continuous school improvement. The overall success of any strategic plan depends on the ability of the principal to work collaboratively in a 35

36 EDA Data-Driven Decisions for School Improvement professional learning community. Without Data, It s Only an Opinion: A School Improvement Plan The benchmark assessment for this course will require the learner to develop a comprehensive school improvement plan. They will use resources such as PDSA and other organizational improvement models found in current literature and research. They will be expected to combine these resources along with real world data collected from a school of their choice to develop this School Improvement Plan. EDA Legal Issues in Education EDA Public School Finance EDA Supervision and Instructional Leadership A Real World Crisis: Allegations of Unprofessional Conduct In this benchmark assessment, the learner will be faced with a real world crisis - one of the school s veteran teachers is alleged to have acted unprofessionally. The situation is further complicated in that one of the students involved is covered under IDEA. The learner will be asked to respond to Mr. Black s letter and to construct a plan of action to conduct an investigation into the allegations of possible misconduct on the part of Mr. Smithson. Squeezing Blood from a Turnip: Reducing the School Budget In this benchmark assessment, the student, acting as school principal, will be asked to put together a leadership team of stakeholders and develop a plan to cut the school s budget. Because of significant budget reductions from the state Department of Education, this district will have to cut 20% of its Maintenance and Operations budget allocations and 30% from its Soft Capital budget. Obviously, these reductions will significantly impact current programming. Building principals are directed to return to their respective campuses, collaborate with their school Leadership Teams, and develop a comprehensive plan on how to accomplish these reductions from the existing operating budgets. A Sticky Affair: Evaluating Teachers The benchmark assessment for this course will involve a realworld scenario that provides the learners with a situational crisis focused around teacher supervision and evaluation. They will be asked to assess the situation, identify the appropriate path to follow and recommend possible solutions to the crisis. This benchmark will require them to examine school policies and regulations that pertain to teacher professional responsibilities, the difference between negligence and inadequate performance 36

37 EDA Curriculum Development for School Improvement in the classroom, and exposure to the disciplinary pipeline. The Wrath of Mom: A Letter from a Concerned Parent In this benchmark assessment, the learner will be given a letter from a parent of one of the students at the school. The learner, acting as the principal, will be asked to develop a response to that letter and provide insight as to their thoughts and reasoning behind their response. Using the assigned readings, the ISLLC standards, and other resources, develop and write a "District Response for the Superintendent's Signature" to this letter. EDA The Principalship In Search of the Holy Grail: Developing a School Excellence Plan EDA 586A EDA 586B The benchmark Assessment for this course requires the learner to complete an Organizational and Leadership assessment of their school with implications for school improvement. They will be looking at the school through the eyes of a school leader using the Interstate School Leaders Licensure Consortium (ISLLC) standards and the readings on leadership and school reform as guides. Their assessment will drive the development of a school excellence plan. 135 ship I Goin Topside: Theory to Practice I In this course, students will spend 135 internship hours observing a principal and participating in his/her day-to-day activities as they relate to ISLLC Standards. As a result of that opportunity, students will then reflect upon, critique, and evaluate what they observed and participated in, along with the principal s reaction and response. They will then be expected to offer their own recommendations as a response to these events with support from the ISLLC Standards ship II Goin Topside: Theory to Practice II In this course, students will spend 135 internship hours assuming the leadership role in the day-to-day activities of a principal. As a result of that opportunity, students will then reflect upon and critique their personal practice in light of all six ISLLC standards. Putting it All Together: The Comprehensive Exam Having taken a Pre-Test on the ISLLC Standards in EDA 529N, students will now take a Post-Test that evaluates their learning over the entire M.Ed. in Educational Administration program. 37

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39 Practicum Agreement Student Name Date (m/d/yy) Course(s) Dates attended: Administrative Activity(s) Grade(s) Administrator Observed: District School Phone Address I agree to conform to the regulations of Grand Canyon University and my assigned school and to cooperate to the best of my ability: Student s Signature has permission to be at. Student s Name Name of School Approved by: Administrator Name: Name Signature Date (m/d/yy) Phone 39

40 Observation Record Log Student's Name Grade Level School Administrator School **This is not to serve as the journal but as a summary only.** Date How much time? (hours and minutes) Activity (What did you do?) Total number of hours Signature, School Administrator 40

41 Observation Reflection Form Principal Candidate: Date: Activity Observed: Length of Observation: hrs Professional Standard(s): Directions: Complete the following questions and place in your e-portfolio. Describe the setting observed: Identify participants: Purpose of activity(s) observed: Describe the communications dynamics in the activity: Did you observe problem solving/critical thinking activities? Describe. How was responsibility taken or assigned? Describe. Describe the techniques or strategies you observed that you might use in the future. What was the sequence of events/activities observed? Describe. 41

42 Capstone Principal Candidate ship Overview The Capstone experience for the Masters of Education in Educational Administration program consists of a 16- week guided administrative internship that includes a total of 235 practicum/fieldwork experience hours, as well eight school-based real-world assignments, designed to provide opportunities for the Principal Candidate to apply their knowledge and skills as identified in national standards and research. The Capstone ship is the culminating experience in the Principal Candidate s academic program of study. The internship is an exciting, yet challenging, learning experience that places the intern in unfamiliar situations, affords intellectually stimulating activities, and allows for empirical application of concepts and skills learned. These experiences will be offered through scaffolding that includes observation, participating and actually leading activities. During the internship, introspection, personal change, professional growth, and selfassessment will empower the intern s sense of development as a professional. The opportunity to work as an independent practitioner within the intern s field coupled with supportive mentoring from the Principal Mentor and Faculty Instructor will give a strong sense of the exciting opportunities that await the intern in the coming years. Mentoring Support The mentoring process will be central to internship success. Formative and summative meetings will be designed to offer insightful feedback vital to your professional development. These meetings will be offered in a variety of formats, including formal face-to-face or virtual meetings, informal conversations, planned performance observations, informal observations, debriefing activities, written evaluations, video reviews, based mentoring or site visits from your GCU Supervisor when appropriate or practical. For students significantly removed from the university by geographic distance, it is essential that the site supervisor be chosen wisely and that you actively employ online learning methods to access and receive direction from the GCU Supervisor. To save time and possible disappointment, seek out site approval from your GCU Supervisor. The following individuals will be in position to support the Principal Candidate during the ship Program. They include: Principal Mentor: The Principal Mentor is the school administrator located at the internship site to who the Principal Candidate is assigned. The Principal Mentor must be certified, endorsed, or licensed as an administrator. The primary responsibility of the Principal Mentor is to the school and district, then to the Principal Candidate. These individuals have the expertise to provide formative feedback on the Principal Candidate s performance. GCU Supervisor: The GCU Supervisor is an adjunct faculty member who is an experienced school administrator or educational consultant located near the internship site who has oversight responsibility for the development, implementation and evaluation of the Principal Candidate and the internship action plan. The GCU Supervisor will be a certified, endorsed, or licensed as an administrator. This individual will work closely with the Principal Mentor, the Principal Candidate, the Faculty Instructor, and the Program Chair to ensure that the quality, integrity and outcomes of the ship meet the University s standards. Faculty Instructor: The Faculty Instructor is the University faculty member assigned to teach the Master of Education in Educational Administration ship courses EDA 586A and EDA 586B. Faculty Instructors are responsible for implementing course assignments, as required through the curriculum, 42

43 which relate to the Principal Candidate s practicum/fieldwork experience. These individuals have the expertise to provide formative feedback on the Principal Candidate s performance. Program Chair: The Program Chair is the University s full time faculty member responsible for the Master of Education in Educational Administration program. The role of the chair is to monitor the quality of the curriculum and instruction of the program. In addition, the Program Chair is responsible for the development and revision of the program of study course work, providing aid in faculty assignments, and assistance with student referrals. Office of Field Experience: The Office of Field Experience is the university office that works with schools to verify appropriate ship placements and Principal Mentor s qualifications. The Office of Field Experience collects all placement documents and evaluations, verifies the Principal Mentor s credentials, and acts as liaison. Figure 4 depicts the roles and responsibilities of the participants involved in the capstone experience. Figure 3. The roles of participants involved in the capstone. 43

44 Principal Candidate The Principal Candidate is the responsible for formal interviews of professional practitioners, shadowing and observing their skills and applied methodology, exploration of the profession, understanding related ethical standards, and acclimating to the work setting. Readiness to accept responsibility will be the driving force regarding increased independent responsibility. Drawing upon the academic program of study, the will be expected to synthesize previous course material, employing theories and content knowledge to develop an individual professional style. Policies Principal Candidate must be prepared to complete a (16) week administrative internship consisting of two (2) consecutive eight (8) week sessions; Submit the Educational Administration ship Application to the Office of Field Experience: Applications are available to download at College of Education>Field Experience>Educational Administration ship. Submit the application to Field Experience by [email protected] or by facsimile to ; You will be assigned a Field Experience Specialist who will finalize your placement and assign a Grand Canyon University Supervisor; Fingerprint Clearance Card on file; Current Teaching Certificate on file; Documentation by school district or building principal stating the Principal Candidate has three (3) years of teaching experience; The Field Experience Specialist will notify the Principal Candidate via their Grand Canyon University address when their educational administration internship has been finalized. The will include the contact information for the assigned GCU Supervisor. The Principal Mentor and the GCU Supervisor will be working with the Principal Candidate throughout this experience to provide guidance and feedback. The Principal Candidate is required to make contact with their Principal Mentor and GCU Supervisor prior to the start of their internship to start building a cooperative, working relationship and to discuss the expectations of all parties. The educational administration internship begins on the first day of the semester per the Grand Canyon University Academic Calendar. The Principal Candidate may opt to begin their internship prior to the first day of the semester if it has been discussed with and approved by the Office of Field Experience. Responsibilities Contact and coordinate with a GCU Supervisor. Work with Office of Field Experience to identify and secure an ship Site and a Principal Mentor. Take the ISLLC Self-Assessment Located in Module 1 of EDA 534. Develop an ship Plan based on the data gathered from the ISLLC Self-Assessment. Meet with the Principal Mentor and the GCU Supervisor in the first two weeks of the ship to examine and discuss the ship Plan. Implement the ship Plan with supervision and guidance from the Principal Mentor. Participate in a phone conference during the eighth week of the ship to discuss the Formative evaluation developed by the Principal Mentor and to discuss the continued implantation of the ship Action Plan for the second eight weeks of the ship. 44

45 Modify the ship Plan in accordance with Guidance provided by Principal Mentor and GCU Supervisor. Meet with the Principal Mentor and the GCU Supervisor prior to the eighth week of the Second Session of the ship to discuss the completion of the ship Plan and the Summative Evaluation developed by the Principal Mentor. Classroom and Coursework Take the ISLLC Standards Self-Assessment provided through the EDA 586A ANGEL classroom. Analyze the assessment data with your Principal Mentor to identify personal strengths and growth areas. Write a professional position statement and internship goals using the data derived from the ISLLC Standards Self-Assessment. Upload all coursework assessments to the appropriate drop box in the ANGEL classroom. In addition, upload specific assessments to TaskStream as directed. TaskStream Finalize organization of the E-Portfolio you have been developing throughout the program. ship Plan Write a professional position statement and internship goals using the data derived from the ISLLC Standards Self-Assessment. Develop an ship Action Plan using the data gathered by taking the ISLLC Standards Self-Assessment. Student Code of Conduct Grand Canyon University works to create an atmosphere of value-based liberal arts education. All students who enroll in the University are expected to accept the responsibilities of the university citizenship and to show consideration and respect for personal freedom and property right of members of the civic and academic community. Students are expected to abide by ethical, profession, and academic standards that are conducive to a positive learning experience. Please review the Code of Conduct and Academic Standards in the Academic Policy Handbook. Selecting a Site Following consultation with the Office of Field Experience regarding your interests, needs, goals, and administrative internship expectations, site selection is the first and possibly most important action step related to experiencing a successful administrative internship. While there are many factors that interact relative to site selection, there are basic parameters to address that will enhance the opportunity for success. Assemble a list of potential sites based on the pre-selected criteria offered below. It is important to make site visits to potential administrative internship sites to gain an understanding of interests, professional practices, organizational focus, needs, and ability to offer appropriate on-site supervision (Faiver, Eisengart, & Colonna, 2004). Be sure your field placement is consistent with administrative internship requirements, desires for skill development, and future certification or licensure criteria. The following categories demand your consideration when selecting a site: 1) Your personal interests, needs, goals, and expectations 45

46 2) Ethical standards, interactive learning, and experiential opportunities afforded you by the staff and function of the site 3) Professional and state licensure/certification requirements regarding administrative internship experiences: Rule out sites and/or supervisors that cannot enable you to satisfy licensure or certification requirements. Documentation Once a site has been selected, you will be required to send documentation to Office of Field Experience GCU on official school letterhead stating that school officials know that you are serving as a Principal Candidate in their school. This is due as soon as possible after you have selected your site. Placement Assignments and Changes Principal Candidates site placement preferences will be honored, if feasible. However, the University reserves the right to make assignments or adjustments deemed to be in the best interest of the Principal Candidate and other involved parties. Principal Candidates may be removed from a site assignment at any time if the Principal Mentor or GCU Supervisor determines that the assignment is detrimental to anyone being served by the Principal Candidate or that the Principal Candidate would be better served by removal. This decision may be appealed to the Dean of the College of Education. If at any time a student needs to cancel, postpone, or make changes in the administrative internship process, the Principal Candidate should contact the program coordinator immediately. Requests for a change in administrative internship status must be made in writing. A circumstance, such as extended illness, that may interrupt or delay completion of the administrative internship will be addressed on an individual basis. 46

47 Principal Mentor The Principal Mentor is the school administrator to whom the Principal Candidate is assigned. The Principal Mentor must be certified, endorsed or licensed as an administrator. The primary responsibility of the Principal Mentor is to the school and district and then to the. Qualifications The Principal Mentor holds an administrative/principal certification and is serving in a leadership position at the site where the internship will be conducted. Responsibilities Assume responsibility for direct supervision, oversight, and support to the Principal Candidate while on site executing the ship Plan. Evaluate the performance the Principal Candidate by making two (2) formal evaluations of the at the end of each of the ship Courses (EDA 586A and EDA 586B), using the ISLLC Evaluation Instrument for the ship Courses. Maintain and document close contact with the Principal Candidate on a daily/weekly basis.. Confer regularly with the Principal Candidate concerning his or her performance and progress. Develop and monitor any needed remediation plans for strengthening a marginal Principal Candidate s performance Collect and grade all evaluation forms completed by the Principal Candidate. Maintain administrative internship records and documents for the purpose of grading the Principal Candidate. Assist the Principal Candidate in reviewing the ISSLC Standards Self-Assessment data and using that data to build a needs-specific ship Plan for the full sixteen weeks of EDA 586A and EDA 586B. Provide on-site opportunities for the Principal Candidate to observe, practice and lead supervisory and administrative activities when and where possible, in accordance with the ship Plan. Participate in a face-to-face meeting with the Principal Candidate and the GCU Supervisor during the first two weeks of the ship to review the ship Plan and discuss the process for implementation. Develop a Formative Evaluation of the Principal Candidate using the ISLLC Evaluation. Instrument and provide a copy of that evaluation to both the and the GCU Supervisor during the Phone Conference. Participate in a Phone Conference with the Principal Candidate and the GCU Supervisor during the last week of EDA 586A, prior to the start of EDA 586B, to debrief on the success of the first 8 weeks of the ship Plan and to discuss the implementation of the ship Plan for the second 8 weeks. Develop a Summative Evaluation of the Principal Candidate using the ISLLC Evaluation Instrument and the Formative Evaluation developed during EDA 586A. This Summative Evaluation will be completed prior to the face-to-face meeting with the Principal Candidate and the GCU Supervisor. Participate in a face-to-face meeting with the Principal Candidate and the GCU Supervisor during the last week of EDA 586B to review the Summative Evaluation of the. Tips for Mentoring Principal Candidates Model administrative behavior and leadership for the Principal Candidate Review and provide constructive feedback on the s performance, utilizing professional oral and written expression. Provide adequate individual conference time to assist the Principal Candidate in becoming successful. 47

48 Orient and prepare the staff and faculty for the arrival of the Principal Candidate. Inform and discuss with the Principal Candidate the roles, duties, and responsibilities expected of an administrator and any information about district policies and procedures. Establish goals and objectives for the ship with the Principal Candidate. Provide a work space/desk for the Principal Candidate if possible. Expect the Principal Candidate to attend professional meetings, PTA meetings, and other school meetings. Give the Principal Candidate a feeling of security and provide support and encouragement. Help identify strengths and offering refinements to the Principal Candidate. Derive workable solutions to difficulties that may arise cooperatively. Follow through with commitments/corrections/suggestions to the Principal Candidate. 48

49 Supervision, Evaluation, and Performance-based Assessment The Principal Candidate should be kept informed of progress through formal and informal evaluative feedback from the Principal Mentor and GCU Supervisor. The Principal Mentor is the primary source of continuous daily mentoring, supervision and weekly substantive conferences. Every effort must be made to ensure that goals, guidelines for improvement, and suggestions are clearly communicated in a positive manner and comprehended by the Principal Candidate. Formative Assessment Throughout the internship, the Principal Mentor will conduct formal and informal supervisory conferences with the Principal Candidate. The Faculty Instructor will expect weekly contact via the ANGEL classroom to discuss progress, offer suggestions, help solve problems, and provide vital mentoring functions. It will be important that Principal Candidates stays in close contact with the Principal Mentor to ensure successful progress. During meetings, the Principal Candidates performance progress and goals will be reviewed, including recommendations for improvement. Typically, the Principal Candidates will be formally evaluated midway through the internship and again at the end. The GCU Supervisor and Principal Mentor will evaluate the Principal Candidate collaboratively for the purpose of enhancing skills, offering constructive feedback, and developing future goals. It will be important that the Principal Candidates freely express perceptions and feelings regarding the assessment so that their perceptions can be validated. Summative Evaluation As part of the closure activities, GCU Supervisor and Principal Mentor will complete summative evaluations with Principal Candidate. This final evaluation process will formally appraise Principal Candidate s efforts and professional growth using measurable, objective, and observable data based on standards developed for their professional discipline. It will be important that the Principal Candidate respond to the evaluation by asking questions and obtaining clarification of its contents. Ideally, supervisors will demonstrate strong advocacy for Principal Candidates as professionals, given the significant investment they have made in Principal Candidates development. The Principal Candidates will also be invited to evaluate supervisors. An honest, frank assessment and interpretation of the Principal Candidates experiences will be most valuable to the continued success and development of the internship course. Principal Candidates will ask supervisors to serve as professional references. Summary Conference Final conferences provide opportunities to review the Principal Candidates experience, evaluate the Principal Candidates progress and to discuss future directions. Conference topics will include the following: Review and analysis of Principal Candidates Mid-Term and Final Evaluations Review and analysis of the Principal Candidates documented work using internship forms Review and analysis of videotaped activities (if appropriate) Review and analysis of the E-Portfolio Review and analysis of the internship plan and accomplishments Review and analysis of the ship Activity Log Summary Review and analysis of the résumé Discussion of strengths and areas of improvement for the intern Discussion of future plans for employment 49

50 Grading In order to earn a final grade for the internship, Principal Candidates must make sure that all projects, forms, evaluations and documents needed to fulfill course requirements have been accurately and professionally completed and returned in a timely manner. The Faculty Instructor will submit a course grade. A short visit (or virtual visit) with the Principal Candidates to verify successful course completion is strongly suggested. The Faculty Instructor will use the grading scale, assignment percentage plan, and project or learning activity rubrics identified in the syllabus to determine the Principal Candidates final grade. Principal Candidates will receive final letter grades reflective of their work throughout the internship. Letter grades of A, B, or C indicate successful performance during the internship. Letter grades of D and F are not accepted as passing grades for the internship. The GCU Supervisor will determine the final grade for the Principal Candidate. The Principal Mentor collaborates with the GCU Supervisor in determining the Principal Candidates level of performance. Students final grades are described as follows: Grade of A Denotes a Principal Candidate who received a preponderance of 4 or 5 ratings across the internship assignments. The Principal Candidates must have some 5 ratings on each assignment. The student fulfilled all internship requirements and performed responsibilities at superior or effective levels and functioned consistently above expectations with minimal supervision. Grade of B Denotes a Principal Candidates who received a preponderance of 4 ratings with some 3 ratings across the internship assignments. The Principal Candidate fulfilled all internship requirements and performed responsibilities at effective or satisfactory levels consistent with expectations with minimal supervision Grade of C Denotes a Principal Candidates who received a preponderance of 3 ratings with some 2 ratings across the internship assignments. The Principal Candidate fulfilled all internship requirements and performed responsibilities at satisfactory levels consistent with expectations but needed assistance to successful complete expectations with direct supervision required to improve performance. Grade of D Denotes a Principal Candidate who received a preponderance of 1 or 2 ratings across the internship assignments. A grade of D indicates failure of internship. The Principal Candidate did not fulfill all internship requirements, required constant supervision, and consistently performed intern responsibilities below expectations. Grade of F Denotes a Principal Candidate who received a preponderance of 1 ratings with some 2 ratings across the internship assignments. A grade of F indicates failure of internship. With consistent assistance, the Principal Candidate was unable to fulfill internship requirements and performed intern responsibilities below expectations. Supervision of Marginal s A Principal Candidate is considered marginal if performing unsatisfactorily in one or more of the internship duties or assignments. The general procedure to follow when supervising a marginal student is listed below: Efforts should be made to identify the marginal Principal Candidate before mid-semester. At first indication of failure by the Principal Candidate to meet requirements or responsibilities the GCU Supervisor and Principal Mentor should confer to develop intervention plans with the intern. 50

51 A three-way conference involving the Principal Candidate, GCU Supervisor and Principal Mentor will occur to review the situation, resolve the problem with the Principal Candidate and develop a remedial plan of action. The remedial plan will identify specific areas of weakness and associated corrective actions to be taken by the student, the GCU Supervisor and Principal Mentor. A specific time-line with due dates will be given regarding the corrective plan. The Principal Candidates corrective plan of action will be placed on file with the GCU Supervisor. Corrective actions on the plan will be supervised by GCU Supervisor and Principal Mentor with frequent observations and written evaluations of the student s progress or lack there of being documented. Other professionals in the field may be asked to observe and offer suggestions or methods to assist the intern in demonstrating improved performance. After a reasonable period of time, a second conference will be held to evaluate progress and review completion of corrective actions contained in the remedial plan. If significant progress has occurred, the Principal Candidate may be able to continue with the internship assignment without further remediation. If there has been insufficient improvement within the remediation period a conference will be scheduled to determine one of the following: (1) continue corrective action with new, specific timelines; (2) the Principal Candidate may be advised to withdraw from the internship; (3) the internship assignment may be terminated with a grade below C, resulting in the student no longer being a candidate for a degree from the College of Education. In a situation where the Principal Candidate has been advised to withdraw from the internship or has been terminated from the internship, and wishes to be readmitted to repeat the internship another semester, an appeal must be filed with the Dean of the College of Education individual basis. 51

52 Faculty Instructor The Faculty Instructor is the University faculty member assigned to teach the Master of Education in Educational Administration courses. Faculty Instructors are responsible for implementing course assignments, as required through the curriculum, which relate to the Principal Candidate s practicum/fieldwork experience. These individuals have the expertise to provide formative feedback on the Principal Candidate s performance. Faculty Instructor encourages growth across student learning domains through demonstrating their commitment to the student s professional growth. Through dedicated and timely responses to problems or concerns expressed by Principal Candidates, instructors will serve as professional role models. They will also act proactively, and contact the OFE and the GCU Supervisor when a Principal Candidate shows signs of inadequate progress. Our goal is to produce well-prepared professionals by providing appropriate guidance based on student performance. Being an excellent mentor requires that the instructor develop and maintain a culture of openness that allows for confrontation of problem behaviors, support for and celebration of excellence, acceptance of personal responsibility, and professional ethics. 52

53 GCU Supervisor The GCU Supervisor is faculty member who has experience as a school administrator or educational consultant located near the internship site who has oversight responsibility for the development, implementation and evaluation of the Principal Candidate and the internship action plan. The GCU Supervisor will be a certified, endorsed, or licensed as an administrator. This individual will work closely with the Principal Mentor, the Principal Candidate, the Faculty Instructor, and the Program Chair to ensure that the quality, integrity and outcomes of the ship meet the University s standards. Qualifications Master s Degree or Doctoral Degree in Educational Administration; A valid Administrator certification or evidence of an advanced degree in Educational Administration; Expertise in Educational Leadership, Data Driven Decisions for School Improvement, Legal Issues in Education, Public School Finance, Supervision and Instructional Leadership, and Curriculum and Development for School Improvement; and Minimum of 2-3 years of administrative experience. Responsibilities Establishing and maintaining a professional working relationship with the cooperating school. Certifying attendance and placement of in an appropriate placement. Providing effective communication with the Principal Mentor and Office of Field Experience. Acting as a resource person to the by providing additional sources of information and by being available through phone or mandatory weekly personal contact, cooperatively deriving workable solution if difficulties arise. Providing information on the development and implementation of future professional plans. Encouraging responsibility and creativity in the ship experience. Keeping adequate records on the Principal Candidate. Providing knowledge about the assessment instrument and accurate evaluation procedures. Collecting and returning copies of the evaluations, written documentation, and the final grade to the Office of Field Experience by the last week (week 8) of the ship assignment. Creating and maintaining a professional, friendly relationship with the Principal Candidate and the Principal Mentor. Honorarium In appreciation of your service to the profession as a Supervisor for our Principal Candidates, Grand Canyon University offers a stipend payment once the Administrative ship is complete. TaskStream TaskStream is package of tools that allows the user to create an electronic portfolio used to showcase learning achievements for presentation and assessment purposes. In creating an electronic portfolio, users can upload files, pictures, video, and links to other websites. The electronic portfolio can be shared with others and published to the Web. The electronic portfolio is used by Grand Canyon University to assess student learning for students in all College of Education programs. All students must have an account in the TaskStream system that has been customized to meet the requirements of that program. The GCU Supervisor will utilize Taskstream to submit the evaluations of the Principal Candidate s performance. 53

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55 Principal Candidate ship Success Plan Addressing Challenges, Determining Appropriate Course of Action, Developing Success Plan During the internship process, challenges are likely to occur. If challenges occur wherein the learner is not making sufficient progress it is important to have a process in place to respond as needed. The six step process below can be initiated by the Principal Candidate, GCU Supervisor, or Principal Mentor. The goal of this process is to be responsive to any type of challenge that might in fact impede the successful completion of the process. Step 1- Identification of the Problem in Writing The first step in the process is to identify the challenge or weakness in writing. Again, this step can be initiated by the learner, the GCU Supervisor, or Principal Mentor. For example, a Principal Mentor may recognize that the Principal Candidate is making insufficient progress in one or more key areas and his or her lack of progress has resulted in some concerns for the future success of the Principal Candidate. In identifying these challenges it is important that whoever is initiating the process take the time to directly identify in writing the specific issue that the learner will need to address. At this point in the process, the greater the level of specificity the more focused the plan will be. Step 2 - Principal Candidate Reflection Process The second step in the process involves the Principal Candidate taking the time to reflect in writing on his or her challenges. If the challenges are brought forward by the GCU Supervisor or Principal Mentor, the student can use this reflection process as an opportunity to seek clarification and/or respond to the issues that have been brought forth. If the learner brings forth the issue the reflection process can be used to think about potential causes and resolution opportunities. Step 3 - Principal Candidate-led Intervention Plan. In executing step 3, a meeting must be held with the GCU Supervisor, Principal Mentor, and Principal Candidate. At the meeting the specific internship challenges will be addressed and the student reflection will be shared. At that time, a Principal Candidate -led intervention plan will be developed and put into writing. Within this process it is preferred that the learner establish the features of the intervention plan. The GCU Supervisor and Principal Mentor may offer suggestions but ultimately it is the goal of this process for the Principal Candidate to deal with these issues directly and be responsible for his or her own development. If the learner isn t able to do this work effectively, the GCU Supervisor and Principal Mentor may have to take the lead in authoring the plan and it s deadlines and features. The plans should include specific action steps that the Principal Candidate will take that can be reported on at a later date. The best plans are specific, include features that can be clearly documented, and are time-bound. Step 4 - Team Sign Off on the Intervention Plan 55

56 In order to complete step four of this process, the team has to agree on an intervention plan. While the Principal Candidate is integral to this process, ultimately the GCU Supervisor has the final say on the sign off of this plan. It will be the goal of the GCU Supervisor to get the support of both the Principal Mentor and the Principal Candidate in finalizing both the plan itself and the deadlines associated with its execution. Obviously, the deadlines for execution must be done with consideration for the timelines for the field placement itself. Step 5 - Continuous Principal Candidate Feedback on Plan Execution It will be the Principal Candidate s responsibility to follow the intervention plan as identified by the team and to meet all the necessary deadlines and reporting-out features required. The level of attention this will require is driven to a great extent by the severity of the challenge the Principal Candidate is facing. Some intervention plans will obviously be quite simple and easily completed while others may involve a multistep process with several reporting out features required en route to meeting the challenges identified. Step 6 - Team Sign Off on Completion of the Intervention. The final step of the process will come when the Principal Candidate has completed to the satisfaction of the GCU Supervisor and Principal Mentor the components of his or her plan. Once again, the GCU Supervisor has final authority on whether or not the intervention plan is completed. It will be the goal of this process however that the entire team including the Principal Candidate will agree in the end that the challenge that was addressed was in fact directly dealt with and all the aspects of intervention plan were executed to the satisfaction of the entire team. This formal sign off should be indicated in writing by the GCU Supervisor wherein summary details of the intervention are described and formal approval is communicated in writing. 56

57 Components of the Administrative ship The administrative internship is divided into four distinct components to flow logically across the learning process. Each component takes you through a series of specific steps designed to provide organizational structure and prepare for the next phase in the administrative internship. Specific project due dates and timelines align with each component that must be completed successfully before proceeding to the next step in the administrative internship process. It is important to adhere to these guidelines to ensure a successful administrative internship experience. The component parts of the administrative internship are as follows: Pre-Administrative ship Needs Assessment Select your administrative internship site. Select your Principal Mentor. Complete professional standards assessments. Write a professional position statement and administrative internship goals. Write and analyze your professional résumé. Begin organization of your e-portfolio. Analyze assessments to identify personal strengths and growth areas. Administrative ship Action Plan Select learning activities based on your needs assessment. Complete a consensus meeting with your Principal Mentor regarding selected learning activities, projects, and service delivery functions. Compile a list of persons to observe, interview, and collaborate. Develop and organize your e-portfolio and Activity Log around your action plan. Professionally present your Administrative ship Action Plan to your Principal Mentor and GCU Supervisor. Implementation of the Plan Actively implement your administrative internship activities. Keep accurate and timely documentation of activities. Conduct observations, interviews, and shadowing activities. Practice the professional and ethical standards. Reflect on your learning activities using reflection forms. Keep your activities log up-to-date. Compile your e-portfolio. Participate in virtual conferences, learning activities, and discussion board groups. Monitor progress through formative evaluation feedback from your supervisors and adjust your performance and activities as appropriate. 57

58 Summative Evaluation Activities Write a brief summative assessment of your performance across each profession skill contained in your Administrative ship Action Plan. Complete a reflection summary of major competencies within your professional field. Compile your e-portfolio as a completed document. Compile your Activity Log and Administrative ship Activity Log Summary, cataloging activities performed and associated time spent across each activity with references made to applicable professional standards. Complete your summative evaluation with your Principal Mentor and GCU Supervisors. Write a Professional Development Plan based on your Administrative ship evaluation results. Write a letter of application reflecting your professional skills and update your résumé. Turn in all requested documents and reports to your GCU Supervisor. 58

59 During Your Administrative ship The administrative internship is your opportunity to put newly learned skills and knowledge to work. The Principal Mentor will provide you with the chance to practice your skills within a zone of safety characterized by professional support, encouragement, challenges, and informed guidance. Your administrative internship activities will begin with formal interviewing of professional practitioners, shadowing and observing their skills and applied methodology, exploring the profession related to ethical standards, and acclimating to the work setting. You will move into the second (and longest) phase of the administrative internship following skills and readiness assessment for independent work that occurs cooperatively with your Principal Mentor and GCU Supervisor. Your readiness to accept responsibility will be the driving force regarding increased independent responsibility. Take the initiative to discuss with supervisors your perceived readiness to accept more responsibility as an intern. Your goal will be to use knowledge and skills effectively. As you employ more skills, evaluate your progress and keep notes about how you feel you are progressing. Mentoring Activities Ideally, your administrative internship will provide a supportive, structured learning environment designed to develop specific vocational/professional experiences and provide on-the-job training. Drawing upon your academic program of study, you will be expected to synthesize previous course material, employing theories and content knowledge to develop an individual professional style that will identify you as a competent practitioner. You will be taken through this process by supportive, competent field-based experts and the GCU Supervisor. As such, regularly scheduled opportunities designed to evaluate and critique your progress will occur throughout the administrative internship. Remember, the supervisors are there to support you and help you grow as a professional. Most importantly, prior to beginning the administrative internship, develop a clear understanding for the criteria required to complete the administrative internship successfully. The mentoring process is central to administrative internship success. Formative and summative meetings are designed to offer insightful feedback vital to your professional development. These meetings will be offered in a variety of formats, including formal face-to-face or virtual meetings, informal conversations, planned performance observations, informal observations, debriefing activities, written evaluations, video reviews, -based mentoring, and site visits from your GCU Supervisor when appropriate or practical. Personal Transformation As the administrative internship unfolds, you will begin to review, formulate, and refine professional practices based on prior knowledge and skills. This process is the essential ingredient of the administrative internship, as it will take you on a transformative journey from student to professional. In addition to your site activities, it is important to maintain a regular presence in the online seminars and respond to discussion board questions posted by the GCU Supervisor. Group discussions with your peers will be vital to your continued intellectual, theoretical, and practical skill development, as they will relate directly to administrative internship experiences. You will share experiences with classmates and form a supportive group that will significantly influence both personal and professional growth. Through the relationship maintained with supervisors and other professionals, personal, philosophical, ethical, and theoretical beliefs will be actualized. Significant decisions and choices will be determined by your analytical and behavioral approaches to the administrative internship work. This transformation is why you must keep timely, accurate documentation of activities using forms or documents such as the following: 59

60 Weekly Journal Résumé Administrative internship Daily Log Administrative internship Activity Log Summary E-portfolio Local Projects and Service Activities Critical Thinking Reflection Form Decision Making Reflection Form Responsibility Taking Reflection Form Problem Solving Reflection Form Observation Reflection Form Formative Assessment Videotaping Process Sample Permission Form for Videotaping Self-Evaluation of Videotaped Activity Summative Evaluation E-portfolio Assessment Form Mid-Term/Final Principal Candidate Evaluation Form Professional Behavior Remember, your administrative internship success will be largely determined by your own actions. You must take the responsibility to make the administrative internship experience a good one. As a novice within the administrative internship site, keep a positive attitude and work daily to contribute to rather than take from those you encounter. Make efforts to conduct informational interviews with a variety of staff. Shadow or tag along when appropriate to professional and organizational meetings, and read professional material available within the administrative internship site. Get to know well the culture and professional ethics apparent within the administrative internship location. Most importantly, meet all deadlines and due dates, keep daily notes, and make sure the log/journal is always up to date. Principal Candidate Activities and Functions The following Principal Candidate activities and functions are based on models or examples provided by Martin, Wright, and Danzig (2003). Journal The benefits of journaling have been well documented across the ages. They help expand awareness and understanding and develop insight, making connections between theory and practice and producing new action. It is a requirement for Principal Candidates to keep a weekly journal. The time used and thinking that takes place during journaling will enhance learning and provide a record of your professional development. It will also help in the development of a final report of your activities. Be sure to date each journal entry. Daily Log The Principal Candidate must keep a daily log of activities experienced as a method of documenting time and effort spent during the administrative internship. The log should cite dates, times (rounded off to the half-hour), a brief description of the activity, and the Professional Standards (e.g. APTS, ISLLC, CACREP, IRA, NCATE, 60

61 ASAP, IRA, ISTE) addressed by the activity. Example: , 1.5 hours, shadow supervisor, Standards: ISLLC1.3, 1.6, 3.1, 4.2 Administrative ship Activity Log Summary The Administrative internship Activity Log Summary organizes administrative internship service into categories, summarizing experiences and painting a clear picture of how time was spent during the administrative internship. Keep a running log (formative summary) of activities throughout the administrative internship, and then compile a final summary of Principal Candidate activities to turn in to your instructor. You will want to keep a copy of this form for future reference by placing it in your e-portfolio. This document may be important as documentation of the length and variety of activities experienced when applying for certification or licensing. Categories may include, but are not limited to, the following: Staff Development Strategic Planning Negotiating and Consensus Building Curriculum Analysis Supervision and Instruction Videotaping Process Throughout the administrative internship, there will be times when a videotape of the intern s activities can be informative and instructional when reviewed with the Principal Mentor or GCU Supervisor. In all videotaping events, federal law mandates that prior permission to videotape students must be obtained. Guidelines designed to assist the Principal Candidate in the videotaping process are as follows: Determine the availability and type of videotaping equipment to be used at your administrative internship site. Discuss with the Principal Mentor and GCU Supervisor the type of activities appropriate for videotaping. Prepare a videotaping of an activity that will last at least minutes in length. Purchase a VHS videotape and arrange for someone to videotape your activity. Prepare an introduction to the activity giving a brief overview of the activity, its purpose, and goal. Critique your videotape and send this critique to the Principal Mentor and GCU Supervisor along with your videotape. Make a decision whether to include the videotape in the portfolio. Clearly label the videotape. A Sample Permission Form for videotaping is provided is available with the other forms. E-Portfolio In order to keep track of all documentation, the e-portfolio is an available tool for students to use. Additionally, a completed e-portfolio is a graduation requirement, so it should contain documents that you feel represent your best work. Your e-portfolio should include the following at the minimum: Table of Contents Administrative ship Activity Log Summary Résumé Demonstrating Professional Standards at least two assignments under each core standard. Identify each assignment by its course number such as EDA 530, Module 1, Assignment 1, ISLLC 1.3. Give a brief description why the assignment shows mastery of the standard. Student Choice Choose an assignment that you would like others to see that did not fall under any of the professional standards assignments, and provide a short explanation why you chose this piece of work Action Research Project 61

62 Degree Reflection Paper Write a one or two page reflection paper on your experience in this degree program answering the following: How did this program prepare you for your future positions? What courses were the most valuable to you and why? Reflection activity forms completed during the administrative internship Résumé The following heading examples will help you develop an appropriate résumé. In addition, a professional résumé should contain the following: Well-defined categories and sections Neat and conservative style Accurate and ethical information Professional accomplishments E-portfolio that supports your accomplishments You may choose to use the following example content categories to write your résumé: Objective Education degrees/certification Leadership/supervisory experience Teaching experience Coaching/related experience Other experiences Professional development Presentations/publications/grants Professional affiliations Honors/awards Community involvement/service activities Professional references Local Projects and Service Activities Meet with your Principal Mentor to approve and develop service activities and projects that will support the administrative internship plan. Projects or service activities plans should include the following categories: Other faculty or staff involved in the project Statement of a need for the project Goal of the project Resources available Timeline Evaluation methods Professional standards addressed by the project Project Summary Form 62

63 Tips for the Administrative ship Principal Candidates are only human. Sometimes they seek to be superheroes during the course of their administrative internship. This is not desirable behavior. The administrative internship is an extended, applied learning experience. The good news is that the urge to be a superhero can be controlled when symptoms are recognized. Pitfalls can be especially inviting to beginners, who have yet to learn consequences known to old professionals. As a result, when the Principal Mentor says your plans are not a good idea, listen, rethink the activity and continue to communicate with the mentor. The Principal Mentor is there to help and will be pleased to offer support and guidance.. These are foundational concepts of professional work that evolved out of previous administrative internship experiences. Pacing and Focus A Principal Candidate who rushes generally will make mistakes that can be difficult to repair. Working quickly and efficiently should not be confused with rushing. When in a rush, you focus on getting the job done in less time. Your attention needs to be on quality of performance, mastering skills, servicing others well, and understanding the process in which he/she engages. With attention properly focused, students naturally become quicker without rushing. Allow time to build new, professional skills. Learn to Sharpen Skills Learning to sharpen skills is a gateway behavior that leads to becoming a professional. By not taking time to develop prerequisite skills, work remains at a clumsy or awkward level. Principal Candidates achieve better results by taking the time required to practice new skills prior to attempting tasks that become increasingly difficult. Seeking help when needed is not a sign of weakness but of personal perception. When it comes to skill building, there is no substitute for practice. Proper practice will improve your skills and make them permanent. As a Principal Candidate, you are engaged in on-the-job training. Your work and project quality will be better if you are not learning all new skills while in the middle of a project. You gain skill familiarity and mastery through practice, so practice within safe parameters. When you make an intentional decision to expand skill application, success is more likely and the results will be pleasing. Master a Variety of Skills The reality is that efficient and effective professionals know how to apply an array of techniques, models, methodology, and problem-solving tools. Throughout the administrative internship, seek to learn many different professional models or tools for problem solving. Too often, individuals feel that they must specialize and master a few theories or select models at the expense of learning a broad array of skills. This is false pride, professional snobbery, and faultfinding that severely limits professional effectiveness. When various skills are available for problem solving, efficiency and effectiveness is maximized. Integrating Skills Multiple theories, models, problem-solving techniques, and alternative methodology characterize the education profession. As such, do not rely on one problem-solving method or set of skills. Integrate skills, seek dynamic 63

64 solutions to problems, and always use the simplest approach rather than creating complicated techniques that demand elaborate designs that waste precious time or resources. Think Quality If you think quality first, quantity will follow. The more efficient you are at basic skills, the greater the opportunity to gain an ever-increasing array of new skills. Again, do not rush into lower quality, mass accumulation of skills to impress others. Take the time needed to develop high quality skills. It will serve you well, and you will avoid disappointment. Do not forget to mind the details. Often, ideas, concepts, and global plans represent the joy and excitement of starting a new project. They are not the stuff of successfully finishing the project. Hard work, attention to detail, refinement, organization, and consistent carry-through are the hallmarks of a project well done. They are the backend tasks that take as long or longer to complete as the initial formation of a project. Glossing over detail work, such as grammar, spelling, and APA formatting of written assignments, undoubtedly undermines an intern s credibility. Good Planning Trumps Procrastination It is a given: mistakes happen. Never overlook the opportunity for planning because it decreases errors. Too often, otherwise excellent projects are compromised by procrastination or complacency relative to planning. When a project is not well organized, there is no simple fix. You may just have to start over. Do not allow procrastination to compromise your project. When rushing, Principal Candidates typically skip the opportunity to experience a project through a dry run. The result is that you may be stumbling around trying to discover how to fix a problem while in the middle of a project, which is not satisfactory and compromises effectiveness. Making a dry run lets one understand the organizational process more completely and identifies components requiring adjustment. Document, Document, Document Write down absolutely everything. Proper documentation determines not only accountability, but also credibility and authority. When a student comes out of the administrative internship experience, Grand Canyon University expects a professional ready for graduation to emerge. Documentation is the key. Maintain an Organized Work Environment Think of your office as a tool. Keep it clean and well maintained. It is easy for your office to become cluttered during a project. A messy office that requires looking around for books, journals, resources, or project tools is inefficient. Cleaning up as you are working is a habit that can be learned. 64

65 Administrative ship Closure and Evaluation As the administrative internship comes to an end, there will be a number of activities you must perform to ensure successful closure. The Principal Mentor and GCU Supervisor have played significant roles in your professional development and assumed considerable responsibility regarding your administrative internship activities. As your mentors, they will gladly share their evaluations and recommendations with you regarding your professional knowledge, skills, and competencies. Feedback will provide direction and guidance for your future career goals and focus. Active participation in regular seminars and discussion board focus groups will have afforded you the opportunity to form close ties with others that will now be coming to a formal end. It will be important that you arrange to stay in touch with peers, as they are now part of your circle of trusted colleagues. 65

66 Conclusion It has been a significant pleasure for Grand Canyon University faculty to serve our students throughout their programs of study. To be a part of your educational process and share in your transformation from student to competent professional is a humbling and inspiring experience for us. As you will continue to be a Grand Canyon University Ambassador throughout your professional career, it is our pledge to support you throughout your professional life. We are sure that your Grand Canyon University experiences, education, and degree will increase in value throughout your professional career. May God bless you, watch over you, provide you wisdom in times of need, and remain a centering anchor in your life. 66

67 Appendix A ship Forms Principal Candidates should use the following forms to complete a series of learning activities or to document their activities during the course internship. Some forms are designed to be used more than once and to be placed in the student s TaskStream E-portfolio as documentation of internship activities. They will be useful when completing formative and summative evaluations of your internship experience. These forms serve both as a method of documenting a variety of experiences throughout the internship and as reflection on personal growth as a professional. 67

68 ship Application and Consent COLLEGE OF EDUCATION GRAND CANYON UNIVERSITY OFFICE OF FIELD EXPERIENCE APPLICATION AND CONSENT FORM FOR EDA 586 INTERNSHIP ship Application Deadlines: This application needs to be submitted to the Office of Field Experience prior to beginning EDA 586A. Oct. 1 for Spring Semester Jan. 1 for Summer Semester February 1 for Fall Semester Name: (First) (Last) (GCU Student ID) Phone Number: (Home) (Work) (GCU ) Semester of ship: Spring Fall Summer Date Course Begins: (mm/dd/yyyy) School District: School Address: (Street) School Address: (City) (State) (Zip) School Phone Number: Principal Mentor Name: Principal Mentor Contact Information: (Phone Number) ( ) Signature of Principal Candidate: Date: Signature of Principal Mentor: Date: PLEASE COMPLETE AND FAX TO: E-Fax: The Office of Field Experience ext 6374 [email protected] The Grand Canyon University College of Education is approved by the Arizona State Board of Education and the Arizona Department of Education to offer Institution Recommendations for the certification of elementary, secondary, special education teachers, and administrators. The Arizona state approved programs lead to Arizona certification and eligibility for an Arizona Institution Recommendation. Students of the College of Education are responsible for contacting their state Department of Education or Licensing Department for certification requirements and program approval. 68

69 ship Activity Log Summary Semester Year 20 Principal Candidate Name Report Dates: from to Principal Mentor Name GCU Supervisor Name Activity Category Number of Contacts Number of Hours Professional Standards Satisfied Total ship Hours Served: Direct Contact Hours Served: GCU Supervisor s Signature: Date Received: 69

70 Critical Thinking Reflection Form Principal Candidate: Date: Educators develop creative techniques and processes that enhance imagination and innovation that allow others to create products of worth, function, and purpose. As a complementary process, critical thinking activities guide clients across enabling skills of conception and perception to the processes of inferential thought involving analytical reasoning, evaluation, and application. Instructions: Describe an activity below that documents how you facilitated creativity and/or critical thinking to help others solve a problem they were facing. Enter this sheet in your e-portfolio along with a sample of the work you facilitated. Statement of the problem to be solved: Describe the creative/critical thinking activities used to solve the presenting problem: Assess the effectiveness of the creative/critical thinking process and identify specific outcomes: 70

71 Decision-Making Reflection Form Principal Candidate: Date: The proactive professional infuses decision-making strategies that examine why a decision is needed, what are possible options, what are likely consequences of each, how important the consequences are, and what the best decision is in view of all available information. Instructions: Describe below a decision-making activity you guided others through to solve an existing problem. Place this sheet in your e-portfolio along with a sample of the decision-making activities documented during this exercise. Existing problem: Decision-making activities used to solve the problem: Assessment of the effectiveness of the decision-making activity: 71

72 Problem Solving Reflection Form : Date: Professionals recognize that problem solving is integral to being human. The work environment is a center for problem solving activities. The IDEAL problem solving process developed by Bradford and Stein (1993) is implemented by (I) Identifying the problem, (D) Defining the problem, (E) Exploring strategies, (A) Acting on ideas, and (L) Looking for effects. Instructions: Describe how you used problem-solving skills to resolve a problem you encountered during your internship. Place this sheet in your e-portfolio along with a sample of your problem solving work. Problem: Activities or actions taken to solve the problem: Who and what did this process affect? How were they affected? Evaluate the effectiveness of this problem solving activity: Local Projects and Service Activities Form 72

73 Principal Candidate: Date: Project or Service Activity: Directions: Meet with the Principal Mentor to approve and develop local projects or service activities that will support your internship plan. Projects or service activity plans must include the categories listed below. Complete the following categories and place in your e-portfolio. Other faculty or staff involved in the project/activity: Statement of a need for the project/activity: Project goal: Resources needed/available: Timeline: Evaluation methods: Professional standards addressed: Project/activity summary: Responsibility-Taking Reflection Form Principal Candidate: Date: The Principal Candidate is a model for learning and supports the ability of others to become independent learners and problem solvers by providing opportunities and 73

74 experiences to practice self-directed and autonomous learning behaviors. Instructions: Describe an activity that documents how you demonstrated responsibility in teaching others to be self-directed. File this sheet in your e-portfolio with an example of a responsibility taking activity. Responsibility Taking Activity: In what way did this activity improve your skills and influence others to be more self-directed? How effective were your activities relative to taking responsibility? Sample Permission Form for Videotaping (School/Agency name and address) Date: To Parent or Guardian: As part of Grand Canyon University s requirement for internship, the Principal Candidate must videotape an activity being learned. Your child will in no way be graded or assessed by this videotape. ONLY the intern, the site supervisor, and the Grand Canyon University 74

75 faculty supervisor will view the video. The video will result in a graded activity for the intern, not for your child. Thank you for your assistance with this project. Principal Candidate s name Principal Mentor s name Please check one of the following statements and return as soon as possible. Yes, my child may be videotaped as part of a learning activity presented by a Grand Canyon University intern. No my child may not be videotaped as part of a learning activity presented by a Grand Canyon University intern. Signature of Parent or Guardian Date Self-Evaluation of Videotaped Activity Principal Candidate: Date: Topic: Activity Length: Management Revisit Satisfactory Effectiv e Organization of setting to facilitate goal attainment Promote a positive climate Management of routines and transitions Establish expectations for participant behavior Monitor techniques to manage others Instruction Develop activity objectives 75

76 Sequence the activity Use of available materials Adjustment of plans when needed Accommodate for individual differences Present content at the appropriate level Relate examples or events to content Communicate effectively Encouragement of higher order thinking and problem solving Encouragement of participation by all members present Provide specific feedback to questions asked Comments: Specific ways to improve this activity: 76

77 Appendix B Grand Canyon University ELCC Evaluation Instrument For The Educational Administration ship First Evaluation Final Evaluation Name of Principal : Name of School/District: Principal Signature: Site Supervisor s Signature: Date: Date: ***Signatures above will verify this evaluation was completed and discussed collaboratively with all parties. Putting Theory into Practice This evaluation instrument is based on the Standards for Advanced Programs in Educational Leadership (ELCC) Each of these ELCC Standards and their associated Elements constitute critical skills and knowledge factors for the practicing educational leader. The opportunity to put learning theory into practice should be built around a scaffolding of experiences to include Observation, Practice, and Leading. It is important to experience each of these opportunities in a real-world environment, where the intern can truly put their learning to practice. 77

78 ELCC Standard 1: Standard 1.0: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by facilitating the development, articulation, implementation, and stewardship of a school or district vision of learning supported by the school community. Standard 1.0 Narrative Explanation: This standard addresses the need to prepare educational leaders who value and are committed to educating all students to become successful adults. Each educational leader is responsible for creating and articulating a vision of high standards for learning within the school or district that can be shared by all employees and is supported by the broader school-community of parents and citizens. This requires that educational leaders be willing to examine their own assumptions, beliefs, and practices; understand and apply research; and foster a climate of continuous improvement among all members of the educational staff. Such educational leaders will commit themselves to high levels of personal and organizational performance in order to ensure implementation of this vision of learning. Elements of Performance 1: Unsatisfactory 2: Less than Satisfactory 3: Satisfactory 4: Good 5: Excellent Element 1.1 Develop a Vision fails to develop a vision of learning for a school that promotes the success of all students. (1.1.a) develops a limited vision of learning that promotes the success of some but not all students (1.1.a) develops a vision of learning that promotes the success of most students (1.1.a) but does not fully consider the diversity of learners or address the needs of the individual student (1.1.b) develops a vision of learning that promotes the success of all students (1.1.a) while embracing the diversity and needs of the individual student (1.1.b) develops a vision of learning that promotes the success of all students (1.1.a) while embracing the diversity and needs of the individual student based on relevant knowledge, and theories to identify and utilize current best practices. (1.1.b) Describe the learning activity the was involved in and the evidence available to support the level of engagement above: This learning activity was: Observation Practice Leading 78

79 Elements of Performance 1: Unsatisfactory 2: Less than Satisfactory 3: Satisfactory 4: Good 5: Excellent Element 1.2 Articulate a Vision fails to articulate a school-wide vision. (1.2.a) articulates a limited schoolwide vision (1.2.a) but does not identify the leadership processes necessary to implement and support that vision (1.2.a) articulates a school-wide vision (1.2.a) and the leadership processes necessary to implement and support that vision (1.2.a) articulates and communicates to stakeholders (1.2.a), (1.2.c), a comprehensive school-wide vision and the leadership processes necessary to implement and support that vision (1.2.a) articulates and communicates to stakeholders (1.2.a), (1.2.c), a comprehensive school-wide vision and the leadership processes necessary to implement and support that vision (1.2.a) There is clear evidence that data-based research strategies were used. (1.2.b) Describe the learning activity the was involved in and the evidence available to support the level of engagement above: This learning activity was: Observation Practice Leading Elements of Performance 1: Unsatisfactory 2: Less than Satisfactory 3: Satisfactory 4: Good 5: Excellent - Element Implement a Vision fails to formulate the initiatives necessary to motivate staff, students and families to implement and achieve a schoolwide-vision. (1.3.a) formulates limited initiatives necessary to motivate staff, students and families to implement and achieve a school-wide- formulates adequate initiatives necessary to motivate staff, students and families to implement and achieve a school-wide- formulates detailed and comprehensive initiatives necessary to motivate staff, students and families to implement and achieve a formulates detailed and comprehensive initiatives necessary to motivate staff, students and families to implement and achieve a 79

80 vision. (1.3.a) The associated plans and processes are not clear. (1.3.b) vision. (1.3.a) The associated plans and processes for implementing the vision are clear. (1.3.b) school-widevision. (1.3.a) The associated plans and processes for implementing the vision are detailed, measurable, and clear. (1.3.b) school-widevision. (1.3.a) The associated plans and processes for implementing the vision are detailed, and measurable. (1.3.b) There is clear evidence that they are based on collegiality and teamwork (1.3.b) Describe the learning activity the was involved in and the evidence available to support the level of engagement above: This learning activity was: Observation Practice Leading Elements of Performance 1: Unsatisfactory 2: Less than Satisfactory 3: Satisfactory 4: Good 5: Excellent - Element Steward a Vision fails to demonstrate the ability to steward a school-wide vision. (1.4.c) demonstrates limited ability to steward a school-wide vision. (1.4.c) through the use of effective communication processes to build a shared commitment. (1.4.a) demonstrates an ability to steward a school-wide vision (1.4.c) through the use of effective communications to build a shared commitment by stakeholders (1.4.a) and a system for using data-based research strategies to monitor, evaluate and revise that vision. (1.4.b) 80 demonstrates a high level of ability to steward a school-wide vision (1.4.c) through the use of effective communications to build a shared commitment by stakeholders (1.4.a) There is evidence that a system for using data-based research strategies to monitor, evaluate and demonstrates an outstanding level of ability to steward a school-wide vision (1.4.c) through the use of effective communications to build a shared commitment by all stakeholders (1.4.a) There is clear and measurable evidence that a system for using data-based research strategies to

81 revise that vision is in also in place. (1.4.b) monitor, evaluate and revise that vision is in place and working effectively. (1.4.b) Describe the learning activity the was involved in and the evidence available to support the level of engagement above: This learning activity was: Observation Practice Leading Elements of Performance 1: Unsatisfactory 2: Less than Satisfactory 3: Satisfactory 4: Good 5: Excellent - Element 1.5 Promote Community Involvement in the Vision fails to demonstrate the ability to involve community members in the effort to achieve the school-wide vision. (1.5.a) demonstrates limited ability to involve community members in the effort to achieve the school-wide vision. (1.5.a) There is no evidence of effective communications with stakeholders (1.5.b) demonstrates an adequate ability to involve community members in the effort to achieve the school-wide vision. (1.5.a) There is some evidence of effective communications with stakeholders (1.5.b) demonstrates a superior ability to involve community members in the effort to achieve the school-wide vision. (1.5.a) There is clear evidence of effective communications with stakeholders (1.5.b) demonstrates an excellent ability to involve community members in the effort to achieve the school-wide vision. (1.5.a) There is clear evidence of effective communications with all stakeholders about the implementation of the schoolwide vision (1.5.b) Describe the learning activity the was involved in and the evidence available to support the level of engagement above: This learning activity was: Observation Practice Leading 81

82 ELCC Standard 2: Standard 2.0: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by promoting a positive school culture, providing an effective instructional program, applying best practice to student learning, and designing comprehensive professional growth plans for staff. Standard 2.0 Narrative Explanation: This standard addresses the need for educational leaders to position teaching and learning at the focal point of schools. It accepts the proposition that all students can learn and that student learning is the fundamental purpose of schools. To this end, educational leaders are responsible for ensuring that decisions about curriculum, instructional strategies (including instructional technology), assessment, and professional development are based on sound research, best practice, school and district data, and other contextual information and that observation and collaboration are used to design meaningful and effective experiences that improve student achievement. Educational leaders must capitalize on diversity to create a school culture that promotes respect and success for all students. All members of the school community should have confidence in the integrity of the decision-making process for school improvement and the appropriateness of that process, thus ensuring dignity and respect for all. Successful educational leaders must be able to identify, clarify, and address barriers to student learning and communicate the importance of developing learning strategies for diverse populations. In addition, this standard requires that educational leaders be learners who model and encourage life-long learning. They should establish a culture of high expectations for themselves, their students, and their staff. Candidates preparing to lead schools or districts must be able to assess the culture and climate on a regular basis. They must also understand the importance of supervision and be able and willing to evaluate teacher and staff performance using a variety of supervisory models. Elements of Performance 1: Unsatisfactor y 2: Less than Satisfactor y 3: Satisfactory 4: Good 5: Excellent 2.1 Promote Positive School Culture fails to promote a positive school culture. (2.1.a) demonstrates limited ability to promote a positive school culture. (2.1.a). demonstrates the ability to promote a positive school culture through the use of multiple methods of assessment and evaluation (2.1.a) demonstrates a superior ability to promote a positive school culture through the use of multiple methods of assessment and evaluation (2.1.a). There is also evidence of contextappropriate 82 demonstrates an outstanding ability to promote a positive school culture through the use of multiple methods of assessment, on-going evaluation and the implementation

83 strategies that capitalize on the diversity of the school community. (2.1.a) of contextappropriate strategies that capitalize on the diversity of the school community. (2.1.a) Describe the learning activity the was involved in and the evidence available to support the level of engagement above: This learning activity was: Observation Practice Leading Elements of Performance 1: Unsatisfactory 2: Less than Satisfactory 3: Satisfactory 4: Good 5: Excellent 2.2 Provide Effective Instructional Program fails to demonstrate the ability to facilitate activities that apply principles of effective instruction practices and curricular materials (2.2.a) demonstrates limited ability to facilitate activities that apply principles of effective instruction practices and curricular materials (2.2.a) demonstrates an adequate ability to facilitate activities that apply principles of effective instruction practices and curricular materials (2.2.a) and to make periodic recommendation s regarding the design, implementation and evaluation of curriculum (2.2.b) demonstrates a superior ability to facilitate activities that apply principles of effective instruction practices and curricular materials to provide an effective Instructional Program (2.2.a) and to make comprehensive recommendation s regarding the design, implementation and evaluation of curriculum (2.2.b) demonstrates an outstanding ability to facilitate activities that apply principles of effective instruction practices and curricular materials to provide a quality Instructional program (2.2.a) and to make comprehensive recommendation s regarding the design, implementation and evaluation of that program on an on-going basis (2.2.b) Describe the learning activity the was involved in and the evidence available to support the level of engagement above: 83

84 This learning activity was: Observation Practice Leading Elements of Performance 1: Unsatisfactory 2: Less than Satisfactory 3: Satisfactory 4: Good 5: Excellent 2.3 Apply Best Practice to Student - Learning fails to demonstrate the ability to assist school personnel in understanding and applying best practices for student learning. (2.3.a) demonstrates limited ability to assist school personnel in understanding and applying best practices for student learning (2.3.a) demonstrates the ability to assist school personnel in understanding and applying best practices for student learning (2.3.a) There is some evidence that the understands how to use appropriate research strategies to promote an environment for improved student achievement (2.3.c) demonstrates superior ability to assist school personnel in understanding and applying best practices for student learning (2.3.a) through the use of human development theory and proven learning and motivational theories. (2.3.b) There is some evidence that the understands how to use appropriate research strategies to promote an environment for improved student achievement (2.3.c) demonstrates outstanding ability to assist school personnel in understanding and applying best practices for student learning (2.3.a) through the use of human development theory and proven learning and motivational theories. (2.3.b) There is clear and measurable evidence that the understands how to use appropriate research strategies to promote an environment for improved student achievement (2.3.c) Describe the learning activity the was involved in and the evidence available to support the level of engagement above: This learning activity was: Observation Practice Leading Elements of Performance 1: Unsatisfactory 2: Less than Satisfactory 3: Satisfactory 4: Good 5: Excellent 84

85 2.4 Design fails to Comprehensiv demonstrate an e ability to Professional implement a Growth professional Plans development programs. demonstrates a limited ability to implement a professional development plan (2.4.b) but lacks adult learning strategies (2.4.b) demonstrates an adequate ability to implement a professional development program that is contextappropriate based on reflective practice (2.4.a) and includes adult learning strategies to form professional growth plans (2.4.b) that reflect a commitment to life-long learning (2.4.c) demonstrates a superior ability to implement a well-planned professional development program that is context appropriate, based on reflective practice, current research on student learning and is consistent with the school vision and goals (2.4.a) while utilizing adult learning strategies (2.4.b) that reflect and promote lifelong learning (2.4.c) demonstrates an outstanding ability to implement a well-planned professional development program that is context appropriate, based on reflective practice, current research on student learning and is consistent with the school vision and goals (2.4.a) while utilizing adult learning strategies (2.4.b) that reflect and promote lifelong learning (2.4.c) Describe the learning activity the was involved in and the evidence available to support the level of engagement above: This learning activity was: Observation Practice Leading Not Observed ELCC Standard 3: Standard 3.0: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by managing the organization, operations, and resources in a way that promotes a safe, efficient, and effective learning environment. Standard 3.0 Narrative Explanation: This standard addresses the need to enhance student learning through effective, efficient, and equitable utilization of resources. Educational leaders must use their knowledge of organizations to create a learning environment conducive to the success of all students. Proper allocation of resources such as personnel, facilities, and technology are essential to creating an effective learning environment. Resource management decisions should give priority to teaching, 85

86 student achievement, and student development. Also, operational procedures and policies must be established to maintain school safety and security and to strengthen the academic environment. All management decisions, including those regarding human resources, fiscal operations, facilities, legal issues, time management, scheduling, technology, and equipment, should be based on sound organizational practice. Educational leaders must monitor and evaluate operational systems to ensure that they enhance student learning and reflect the school s and district s accountability to the community. Skills in job analysis, supervision, recruitment, selection, professional development, and appraisal of staff positions, as well as an understanding of relevant collective bargaining agreements, strengthen the ability to use personnel resources. Effective educational leaders define job roles, assign tasks, delegate appropriately, and require accountability. They also actively seek additional sources of financial, human, and physical support. They involve stakeholders to ensure that management and operational decisions take into consideration the needs of multiple constituencies while at the same time focusing the entire community on student achievement as the ultimate goal. To include stakeholders in management decisions, educational leaders must be competent in conflict resolution, consensus building, group processes, and effective communication. Elements of Performance 1:Unsatisfactory 2: Less than Satisfactory 3: Satisfactory 4: Good 5: Excellent 3.1 Manage the Organization fails to demonstrate the ability to optimize the learning environment for all students (3.1.a) demonstrates a limited ability to optimize the learning environment for all students (3.1.a) by developing a plan of action for the organization (3.1.b) demonstrate an adequate ability to optimize the learning environment for all students (3.1.a) by developing a plan of action for the organization (3.1.b) and effectively managing resources to promote student achievement. (3.1.c) demonstrates a superior ability to optimize the learning environment for all students (3.1.a) by developing a detailed plan of action for the organization with measurable milestones (3.1.b) and effectively managing resources such as time, money and staff to promote student achievement. (3.1.c) demonstrates an outstanding ability to optimize the learning environment for all students (3.1.a) by developing a detailed plan of action for the organization with measurable milestones (3.1.b) and effectively managing resources such as time, money and staff to promote student achievement. (3.1.c) Describe the learning activity the was involved in and the evidence available 86

87 to support the level of engagement above: This learning activity was: Observation Practice Leading Elements of Performance 1: Unsatisfactory 2: Less than Satisfactory 3: Satisfactory 4: Good 5: Excellent 3.2 Manage Operations fails to demonstrate the ability to involve staff in conducting operations and setting priorities (3.2.a) demonstrates a limited ability to involve staff in conducting operations and setting priorities (3.2.a) demonstrates an adequate ability to involve staff in conducting operations and setting priorities (3.2.a) while developing communication plans that facilitate collaboration skills (3.2.b). demonstrates a superior ability to involve staff in conducting operations and setting priorities (3.2.a) while developing effective communication plans that facilitate collaboration skills (3.2.b) and help to promote educational equity (3.2.c) demonstrates an excellent ability to involve staff in conducting operations and setting priorities (3.2.a) while developing effective communication plans that facilitate collaboration skills (3.2.b) and help to promote educational equity and provide a safe, effective and efficient facilities (3.2.c) Describe the learning activity the was involved in and the evidence available to support the level of engagement above: This learning activity was: Observation Practice Leading Elements of Performance 1: Unsatisfactory 2: Less than Satisfactory 3: Satisfactory 4: Good 5: Excellent 3.3 Manage Resources fails to demonstrate the ability to use problem-solving skills and knowledge of strategic and operational demonstrates limited ability to use problemsolving skills and knowledge demonstrates an adequate ability to use problemsolving skills and knowledge of strategic and of strategic operational 87 demonstrates a superior ability to use problemsolving skills and knowledge of strategic and demonstrates an outstanding ability to use problem-solving skills and knowledge of strategic and

88 planning to effectively manage resources. (3.3.a) and operational planning to effectively manage resources (3.3.A). planning to effectively manage resources (3.3.A) while seeking new resources to facilitate teaching and learning (3.3.b). operational planning to effectively manage resources (3.3.A) while seeking new resources to facilitate teaching and learning (3.3.b) and utilizing current technologies for school management (3.3.c). operational planning to effectively manage resources (3.3.A) while seeking new resources to facilitate teaching and learning (3.3.b) and utilizing current technologies for school management (3.3.c). Describe the learning activity the was involved in and the evidence available to support the level of engagement above: This learning activity was: Observation Practice Leading ELCC Standard 4: Standard 4.0: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by collaborating with families and other community members, responding to diverse community interests and needs, and mobilizing community resources. Standard 4.0 Narrative Explanation: This standard addresses the fact that cooperation among schools, the district, and the larger community is essential to the success of educational leaders and students. Educational leaders must see schools as an integral part of the larger community. Collaboration and communication with families, businesses, governmental agencies, social service organizations, the media, and higher education institutions are critical to effective schooling. The ability to analyze emerging issues and trends that might affect schools and districts enables educational leaders to plan effective instructional programs and school services. Effective and appropriate communications, coupled with the involvement of families and other stakeholders in decisions, helps to ensure continued community support for schools. Seeing families as partners in the education of their youngsters, and believing that families have the best interests of their children in mind, encourages educational leaders to involve them in decisions at the school and district levels. Family and student issues that negatively affect student learning must be addressed through collaboration with community agencies that can integrate health, social, and other services. Such 88

89 collaboration relies on good relationships with community leaders and outreach to a wide array of business, religious, political, and service agencies. Providing leadership to programs serving all students, including those with special and excellent needs, further communicates to internal and external audiences the importance of diversity. To work with all elements of the community, educational leaders must recognize, value, and communicate effectively with various cultural, ethnic, racial, and special interest groups. Modeling community collaboration for staff and then offering opportunities for staff to develop collaborative skills maximizes positive interactions between schools and the community. Elements of Performance 1: Unsatisfactory 2: Less than Satisfactory 3: Satisfactory 4: Good 5: Excellent 4.1 Collaborate with Families and Other Community Members fails to demonstrate the ability to bring together the resources of stakeholders to positively affect student learning. (4.1.a) demonstrates a limited ability to bring together the resources of stakeholders to positively affect student learning (4.1.a) while demonstrating some ability to involve families in the education of their children (4.1.b) demonstrates an adequate ability to bring together the resources of stakeholders to positively affect student learning (4.1.a) while demonstrating some ability to involve families in the education of their children (4.1.b) and develop various methods of outreach to the larger community (4.1.e). demonstrates a superior ability to bring together the resources of stakeholders to positively affect student learning (4.1.a) while demonstrating the ability to involve families in the education of their children (4.1.b) and develop various methods of outreach to the larger community (4.1.e). demonstrates an outstanding ability to bring together the resources of stakeholders to positively affect student learning (4.1.a) while demonstrating an excellent ability to involve families in the education of their children (4.1.b) and develop various methods of outreach to the larger community (4.1.e). Describe the learning activity the was involved in and the evidence available to support the level of engagement above: This learning activity was: Observation Practice Leading Elements of Performance 1: Unsatisfactory 2: Less than Satisfactory 3: Satisfactory 4: Good 5: Excellent 89

90 4.2 Respond to Community Interests and Needs fails to demonstrate an active involvement within the community (4.2.a) demonstrates a limited active involvement within the larger community (4.2.a). demonstrates an adequate level of active involvement within the larger community (4.2.a) while using appropriate assessment and research methods to understand and accommodate diverse conditions and dynamics (4.2.b) by providing leadership to programs serving students with special needs (4.2.c). demonstrates a superior level of active involvement within the larger community (4.2.a) while using appropriate assessment and research methods to understand and accommodate diverse conditions and dynamics (4.2.b) by providing leadership to programs serving students with special needs (4.2.c). demonstrates a superior level of active involvement within the larger community (4.2.a) while using appropriate assessment and research methods to understand and accommodate diverse conditions and dynamics (4.2.b) by providing effective leadership to programs serving students with special needs (4.2.c). Describe the learning activity the was involved in and the evidence available to support the level of engagement above: This learning activity was: Observation Practice Leading Elements of Performance 1: Unsatisfactory 2: Less than Satisfactory 3: Satisfactory 4: Good 5: Excellent 4.3 Mobilize Community Resources fails to demonstrate the ability to use community resources to support student achievement. (4.3.a) demonstrates limited ability to use community resources to support student achievement (4.3.a) demonstrates an adequate ability to use community resources to support student achievement (4.3.a). Also demonstrates a superior ability to use community resources, including youth services to support student achievement demonstrates 90 demonstrates an excellent ability to use community resources, including youth services to support student achievement and

91 how to use social and solve service agencies school (4.3.b) and problems public resources (4.3.a). Also and funds to demonstrates address solid ability to emerging student use social problems. (4.3.c) service agencies (4.3.b) and public resources to address emerging student problems. (4.3.c) solve school problems (4.3.a). Also demonstrates an excellent ability to use social service agencies (4.3.b) and public resources to address emerging student problems. (4.3.c) Describe the learning activity the was involved in and the evidence available to support the level of engagement above: This learning activity was: Observation Practice Leading ELCC Standard 5: Standard 5.0: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by acting with integrity, fairly, and in an ethical manner. This standard addresses the educational leader s role as the "first citizen" of the school/district community. Educational leaders should set the tone for how employees and students interact with one another and with members of the school, district, and larger community. The leader s contacts with students, parents, and employees must reflect concern for others as well as for the organization and the position. Educational leaders must develop the ability to examine personal and professional values that reflect a code of ethics. They must be able to serve as role models, accepting responsibility for using their position ethically and constructively on behalf of the school/district community. Educational leaders must act as advocates for all children, including those with special needs who may be underserved. Elements of Performance 1: Unsatisfactory 2: Less than Satisfactory 3: Satisfactory 4: Good 5: Excellent 5.1 Acts with fails to 91

92 Integrity demonstrate the ability to act with integrity (5.1.a) demonstrates a demonstrates an demonstrates a limited ability adequate ability superior ability to act with to act with to act with integrity (5.1.a) integrity (5.1.a) integrity (5.1.a) demonstrates an excellent ability to act with integrity (5.1.a) Describe the learning activity the was involved in and the evidence available to support the level of engagement above: This learning activity was: Observation Practice Leading Elements of Performance 1: Unsatisfactory 2: Less than Satisfactory 3: Satisfactory 4: Good 5: Excellent 5.2 Acts Fairly fails to demonstrate the ability to act fairly (5.2.a) demonstrates a limited ability to act fairly (5.2.a) demonstrates an adequate ability to act fairly (5.2.a) demonstrates a superior ability to act fairly (5.2.a) demonstrates an excellent ability to act fairly (5.2.a) Describe the learning activity the was involved in and the evidence available to support the level of engagement above: This learning activity was: Observation Practice Leading Elements of Performance 1: Unsatisfactory 2: Less than Satisfactory 3: Satisfactory 4: Good 5: Excellent 5.3 Acts Ethically fails to demonstrate the ability to act ethically. (5.3.a) demonstrates a limited ability to act ethically (5.3.a) demonstrates an adequate ability to act ethically (5.3.a) demonstrates a superior ability to act ethically (5.3.a) demonstrates an excellent ability to act ethically (5.3.a) Describe the learning activity the was involved in and the evidence available to support the level of engagement above: This learning activity was: Observation Practice Leading ELCC Standard 6: Standard 6.0: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context. 92

93 This standard addresses the need for educational leaders to understand and be able to operate within the larger context of the community and beyond, which affects opportunities for all students. Educational leaders must respond to and influence this larger political, social, economic, and cultural context. Of vital importance is the ability to develop a continuing dialogue with economic and political decision makers concerning the role of schools and to build collaborative relationships that support improved social and educational opportunities for children. Educational leaders must be able to participate actively in the political and policy-making context in the service of education, including proactive use of the legal system to protect students rights and improve students opportunities. Elements of Performance 1: Unsatisfactory 2: Less than Satisfactory 3: Satisfactory 4: Good 5: Excellent 6.1 Understand the Larger Context fails to demonstrate the ability to understand the larger school context (6.1.a) demonstrates a limited ability to understand the larger school context (6.1.a) demonstrates an adequate ability to understand the larger school context (6.1.a) and explain how the legal and political systems help shape the school and community (6.1.b) demonstrates a superior ability to understand the larger school context (6.1.a) and explain how the legal and political systems help shape the school and community (6.1.b) while understanding the policies, laws and regulations enacted by local, state and federal authorities that affect schools (6.1.d) demonstrates an excellent ability to understand the larger school context (6.1.a) and explain how the legal and political systems help shape the school and community (6.1.b) while understanding the policies, laws and regulations enacted by local, state and federal authorities that affect schools (6.1.d) Describe the learning activity the was involved in and the evidence available to support the level of engagement above: This learning activity was: Observation Practice Leading 93

94 Elements of Performance 1: Unsatisfactory 2: Less than Satisfactory 3: Satisfactory 4: Good 5: Excellent 6.2 Respond to the Larger Context fails to demonstrate the ability to respond to the larger context. (6.2.a) demonstrates a Limited ability to respond to the larger school context (6.2.a) demonstrates an adequate ability to respond to the larger school context and communicate with stakeholders concerning trends, issues and potential changes in the environment (6.2.a) demonstrates an adequate ability to respond to the larger school context and communicate with stakeholders concerning trends, issues and potential changes in the environment (6.2.a) demonstrates an adequate ability to respond to the larger school context and communicate with stakeholders concerning trends, issues and potential changes in the environment (6.2.a) Describe the learning activity the was involved in and the evidence available to support the level of engagement above: This learning activity was: Observation Practice Leading Elements of Performance 1: Unsatisfactory 2: Less than Satisfactory 3: Satisfactory 4: Good 5: Excellent 6.3 Influence the Larger Context fails to demonstrate the ability to influence the larger context (6.3.a) demonstrates a limited ability to influence the larger school context (6.3.a) demonstrates an adequate ability to influence the larger school context (6.3.a) and use the larger political, social, economic, legal and cultural context to benefit students and their families (6.3.b) demonstrates a superior ability to influence the larger school context (6.3.a) and use the political, social, economic, legal and cultural context to benefit students and their families 94 demonstrates an excellent ability to influence the larger school context (6.3.a) and use the political, social, economic, legal and cultural context to benefit students and their families (6.3.b) by promoting learning opportunities and success for all students. (6.3.c)

95 (6.3.b) by promoting learning opportunities and success for all students. (6.3.c) Describe the learning activity the was involved in and the evidence available to support the level of engagement above: This learning activity was: Observation Practice Leading 95