Doctor of Education Program In Educational Leadership Superintendent Internship Guide ED 658 & 659

Doctor of Education Program In Educational Leadership Internship Guide ED 658 & 659 School of Education 84 West South Street Wilkes-Barre, Pennsylvania 18766 2012-2013 Edition

Table of Contents Certification Program Requirements... 3 Field Experience and Intern Hours... 4 Internship Overview... 5 Ed.D. Leadership Competency Areas and PDE Standards... 7 Internship Proposal... 8 Intern Responsibilities... 10 Intern Evaluation... 11 Ed.D. Leadership Competency Portfolio... 12 Internship Final Project... 13 1

Forms and Reference Documents Appendix A Internship Application... 16 Appendix B Wilkes Field-Based Project Requirements with Field Hours... 19 Appendix C Internship Log... 21 Appendix D Field-Based Project Rubric... 22 Appendix E Internship Rubric... 24 Appendix F PDE Requirements for the Letter of Eligibility...29 Appendix G PDE Standards, Framework, and Guidelines for the Program 31 Appendix H Key Elements for an Aligned Educational System for Improved Student Achievement 43 Appendix I Appendix J Pennsylvania s Code of Professional Practice and Conduct for Educators...44 Memorandum of Understanding Agreement...47 2

WILKES UNIVERSITY Letter of Eligibility Certification Program Requirements Introduction This post-master s program will enable students to serve as a district superintendents or assistant superintendents upon the successful completion of all program requirements, in addition to the successful completion of all PDE certification requirements. 1. Students in this program must complete all application procedures for admission related to their specific program of study and meet that program s admission criteria. 2. Students must possess and provide evidence of an earned Master s degree to be admitted to this program. 3. Doctoral students enrolled in the Doctor of Education in Educational Leadership will complete the coursework for this certification if selecting the K-12 Administration Specialization. 4. An applicant who possesses a Master s degree or an earned administrative or supervisory certificate may elect to apply for admission as a non-degree student seeking superintendent certification-only. For these students, up to 42 credits may be required to earn the certificate. 5. Students may transfer up to 12 post-master s credits pending an evaluation of official transcripts from accredited institutions for comparable courses. The minimum number of credits that must be taken at Wilkes in the s Certification program is 30 credits, based on 12 transfer credits. If an applicant holds a master s degree in some area other than Educational Leadership or School Administration, the number of required credits could be higher. 6. To be eligible for certification at the end of this program, students must provide evidence of six years of teaching experience, not less than three of which shall have been in a supervisory or administrative capacity. Note: The certification for assistant district superintendent was discontinued in 2011 and is no longer issued by PDE. PDE will only issue this specific certification for students enrolled in the Educational Leadership program before the fall, 2009 semester who have successfully completed program requirements. Please contact the program s administrative assistant for information. 3

Field Hours and Intern Hours The current guidelines for superintendent certification require that the professional education program provides evidence that Letter of Eligibility candidates are assessed and demonstrate their knowledge of and competence in applying the fundamental concepts of school administration during a minimum of 360 hours [beginning with students admitted in fall 2009--for students admitted prior to this time the number is 180 hours] of participation in authentic simulations, field experiences, and an internship including: completion of identified role expectations, performances at diverse settings and educational levels, completion of customized projects that address identified needs of the candidates, use of current research and best practices, participation in a 180 hour [beginning with students admitted in fall 2009 for students admitted prior to this time the number is 90 hours] internship. Specific guidelines for Field-Based Project Requirements, rubrics, and log appear in Appendix B. The Internship Rubric appears in Appendix E. The following courses have required field experience or intern hours that take place over the 12 month life cycle of the school year: Course Number Course Title Students admitted before Fall 2009 Students admitted after Fall 2009 ED 623 Educational Technology Leadership 20 36 ED 625 Professional Development & Supervision 20 36 ED 650 Curriculum, Instruction, & Assessment 20 36 ED 652 Special Education Administration 20 36 ED 654 School Finance & Facilities Administration 20 36 ED 658 Advanced Studies in School District Leadership 30 (Intern Hours) 90 ED 659 Internship (Intern Hours) 90 (Intern Hours) 90 Total Hours 180 360 4

Internship Overview Purpose The purpose of the internship for the s Letter of Eligibility is to provide the student with an opportunity for meaningful, competency-based administrative experiences at the central office level. These experiences will enable the student to 1. apply the knowledge and skills acquired through coursework and previous field-work to the actual problems and day-to-day administrative duties faced by superintendents, 2. integrate the knowledge and skills from prior learning experiences to address and resolve new situations, 3. become involved in innovative projects, routine management functions, and problembased activities of school district administration. This internship program will provide opportunities for students to synthesize and apply knowledge to develop the skills and dispositions identified in consonance with PA Department of Education (PDE) Standards for s through field work in school and district settings. The internship program is planned and guided cooperatively by and cooperating school district personnel for graduate credit. This internship must be executed at the district level, with a broad range of Pre-K through Grade 12 and central office administrative experiences. Prerequisites The superintendent internship is the culminating field-based experience for students enrolled in the K-12 School Administration Specialization within the Ed.D. program in Educational Leadership or in the s Certification Program at. Students must have successfully completed all required coursework in these programs with the minimum required G.P.A. for that program. General Requirements of the Internship Each student will develop an internship proposal based on an assessment of the Leadership Competency Portfolio, which is compiled throughout the major program of study. The portfolio will undergo a preliminary assessment during ED 658 Advanced Studies in School District Leadership. This assessment will guide the development of the Internship Proposal, which will outline the tasks and performances to be undertaken in the internship experience, as well as determine a project that each superintendent candidate will complete within the district. During ED 658, a needs assessment will take place within the district under the guidance of the mentoring administrator and course instructor to determine the focus of the project, which must be related to improving student achievement. In ED 659 Internship, the proposal will be refined to address the student s strengths and needs and aligned to the competencies to be achieved by the culmination of the 5

Internship. Upon acceptance of the proposal, a contract exists between the intern and the internship site, as well as between the intern and the University. Interns are expected to fulfill this contractual agreement even if more hours are necessary than originally anticipated. A district level internship experience is required. Procedures 1. The student will schedule a meeting with the program faculty mentor at least one semester in advance of registering for the internship course. The student and the faculty mentor will review the student s coursework and performance, to date, to determine eligibility and to determine the specific settings and field-based experiences that will best achieve the s Letter of Eligibility and the Ed.D. Leadership Competencies and Standards, as set forth by the Pennsylvania Department of Education (see Appendix E). At this time, the process will be initiated. 2. The student will submit the application for internship (see Appendix A) after approval to register for intern hour courses. 3. As part of ED 658 Advanced Studies in School District Leadership, the Leadership Competency Portfolio will be compiled and assessed by the student and course instructor. This preliminary assessment will guide the development of the Internship Proposal, which will outline the tasks and performances to be undertaken during the internship experience and the field-based project with input from a mentoring administrator at the superintendent or assistant superintendent level. 4. It is the responsibility of the student to identify the internship site and to secure a districtlevel administrator within the central office who agrees to serve as the mentoring administrator. This administrator will then serve as the mentoring administrator for the internship. A letter from the school district conveying approval of the internship from the district school superintendent must be submitted with the application. 5. After the application and superintendent s approval letter have been submitted by the student to the faculty mentor, the education department chair or a designee will then review the application for approval. 6. After the mentoring administrator has been secured, the internship proposal will be developed by the student with input from the mentoring administrator and the course instructor. Internship Proposal & Leadership Competency Portfolio Mastery of the Ed.D. Leadership Competencies and PDE Standards for s must be substantiated with supporting evidence provided by students throughout their coursework and during the internship. The Internship Proposal will outline the tasks that will be completed by the student to demonstrate mastery of the competencies and PDE Standards, the project to be executed within the district, the evidence to be provided, and the experiences that will address the student s strengths and needs during the internship. Courses ED 658 and ED 659 are the 6

culminating experiences of the K-12 Administration Specialization in the doctoral program and the capstone courses for superintendent certification students. The experiences and evidence included in the Internship Proposal will be determined collaboratively by the university supervisor, the student, and the mentoring administrator. This evidence will be compiled as part of the Leadership Competency Portfolio by the student to serve as documentation of the student s knowledge, skills, and dispositions to effectively perform administrative and leadership duties at the district level. A general plan for addressing the Ed.D. Leadership Competencies and PDE Standards must be briefly described in the internship application, as well as a preliminary idea for the project. A tentative schedule as to how the intern will meet the required internship hours must also be described. In addition, the student must convey how the internship will be beneficial to the district to ensure that the experience is both meaningful to the student and to the school district. Ed.D. Leadership Competency Areas and PDE Standards Wilkes Leadership Competencies School Administration PA Leadership Standards for s Core Standards Corollary Standards 1. Ethical decision-making & leadership practice X 1 1, 4, 5 2. Program development & management X 2, 3 3. Curriculum design & instructional leadership X 2, 3 1 4. Professional development & supervision X 1, 3, 6 5. Communication & public relations X 3, 5 6. Financial & material resource utilization X 2 7. Labor relations & negotiations X 2, 4 8. Principles of board relations & governance X 1, 2 3 9. Strategic planning & policy determination X 1, 2, 3 2, 5 10. Management of crises & innovation X 3 2 7

Internship Proposal The internship proposal must be developed by the student in collaboration with the university instructor and the mentoring administrator. The university instructor is the person who approves the final proposal and checks for its correlation to Ed.D. Leadership Competencies and PDE Standards before it is submitted for signatures. After the proposal is revised to the mutual satisfaction of the instructor, the mentoring administrator, and the student and is in its final form, each individual must sign that the proposal is completed and acceptable. Internship Proposal Format Section A. Introduction This section consists of an introductory page identifying the student, the administrative position for which the student is preparing, and the setting and circumstances in which the proposed internship will be conducted. A copy of the Internship Application (see Appendix A) is required in this section. A resume must be included in this section. Section B. Leadership Competency Matrix This section identifies the specific tasks, leadership behaviors, projects, and experiences the student will demonstrate or engage in to achieve the Ed.D. Leadership Competencies and the PDE Standards for s. A brief narrative should be provided that will be expanded upon in the Leadership Competency Portfolio. Students should construct a matrix that lists 1) the leadership competencies, 2) the tasks, leadership behaviors, projects, and experiences related to each of the specific competencies as aligned to specific PDE Standards, 3) the leadership tasks, experiences, behaviors, and the project planned for the internship that will address specific leadership competencies and the needs of the district. Section C. Narrative A narrative of item three (above) should follow and include the supporting evidence to be gathered in the internship. This evidence is to be provided in the Leadership Competency Portfolio at the culmination of the internship experience. The internship project must address an area of need in the district related to student achievement. The project must be one in which the student will take a leadership role and complete during the internship. It should be described in detail in this section. 8

Assessment Evidence: The project s activities must include one or more of the following as assessment evidence (E), as prescribed by the PDE: (Note: Refer to Appendix F, p. 26 for additional details). This should be identified and described in the narrative. E.1. Action-based research project designed to improve student achievement E.2. Development and implementation of curriculum project focused on improving student achievement E.3. Tools Project (application of current tools endorsed by and made available by PDE) E.4. Multiple measures of data project focusing on student achievement E.5. Case study focusing on improving student achievement Section D. Assessment A Field-Based Project Rubric is included in Appendix D and is to be used by the mentoring administrator and course instructor to evaluate the intern. The development of additional assessment tools and procedures appropriate for the specific tasks and projects related to the internship may be further developed in conjunction with the university instructor and the mentoring administrator. Assessments should be tailored to the specific tasks and projects developed as part of the internship and must evaluate the student s attainment of the competencies and related PDE standards. All parties must agree on the assessment criteria and procedures with the university instructor issuing the course grade. Target dates when the assessment(s) are to take place must be contained in this section along with the assessment measures that will be applied to verify the completion and level of mastery for each task or project. Assessments may include but are not limited to Evaluation of the internship project s evidence (E1-E5) Examination of intern s field experience log and supporting evidence Conferences with university instructor Conferences with mentoring administrator Comprehensive self-assessment School district mentoring administrator s evaluations University instructor s evaluations Other relevant assessment evidence A final report analyzing the internship experience Section E. Internship Expectations Students should provide an explanation as to how the tasks, leadership behaviors, projects, and experiences will 1) benefit the school district or other educational agencies, 2) benefit the student by achieving the leadership goals to which he/she is aspiring 3) address areas of professional growth identified previously as needing development, 9

Intern Responsibilities Subsequent to the approval and grading of the internship, the intern is responsible for 1. Upholding Pennsylvania s Code of Professional Practice and Conduct for Educators (see Appendix H) and the Standards for s (see Appendix F). 2. Maintaining all necessary written records of the internship experience to include a log containing a personal reflection of internship activities. 3. Providing the mentoring administrator with copies of rubrics needed and course syllabi. 4. Submitting the log and evidence to the university instructor after review and signature by the mentoring administrator and submitting completed rubrics from the mentoring administrator to the course instructor. 5. Maintaining regular communication with the university instructor and mentoring administrator and providing them with all necessary materials in a timely manner. 6. Communicating regularly with the university instructor on the progress of the internship and to schedule site visits. 7. Participating in professional tasks and in the development of projects, as determined in the proposal or as suggested by the university instructor and mentoring administrator. 8. Conducting a comprehensive and reflective self-assessment of the internship experience at the conclusion of the internship. Field Experience Log The Field Experience Log is intended to provide a dated record of all administrative and leadership tasks and activities involved in the internship (see Appendix C). The intern should complete a log entry for every day during which time is spent on the internship. Field experience log entries should be kept in chronological order. The entries should be completed with enough detail to provide the necessary information to serve as a useful reference throughout the internship. It is recommended that the logs be kept electronically with any corresponding evidence of tasks and activities that are completed. The logs and evidence will provide verification of the tasks completed throughout the internship. The intern will review this documentation in meetings with the university instructor and mentoring administrator. Logs will be submitted as directed by the instructor. 10

Intern Evaluation The intern s evaluation will be conducted by the university instructor in conjunction with the mentoring administrator and be the definitive evaluation of the intern s performance and attainment of Ed.D. Leadership Competencies and PDE Standards. The Field-Based Project Rubric (Appendix D) will be completed by the mentoring administrator and returned to the instructor at the end of the semester. This rubric and the Internship Rubric (Appendix E) will be used for the evaluation by the university instructor. The final evaluation of the intern will not be completed until the mentoring administrator s evaluation is received and the intern s final project, self-assessment, and Leadership Competency Portfolio are submitted. Periodic reviews of the intern s progress will be held with the intern at meetings scheduled at points midway and at the end of the semester. 11

Ed.D. Leadership Competency Portfolio Introduction Each doctoral student in Educational Leadership is required to compile and construct an electronic Leadership Competency Portfolio (eportfolio) that provides evidence of mastery of specific leadership competencies. The portfolio should demonstrate alignment of Ed.D. Program Leadership Competencies with Pennsylvania Department of Education (PDE) Core and Corollary Standards, if applicable, substantiated with supporting documents provided by the student. This portfolio is a cumulative collection of specific instructor-designated assignments found in course syllabi and student-selected work samples from the Leadership Core courses, major coursework, and the internship courses. It is turned in for review at the end of the major coursework prior to beginning the internship course specific to the student s major (ED 639, 659, or 668/669), and prior to taking the Doctoral Comprehensive Examination. For K-12 Administration majors seeking superintendent certification, this portfolio is reviewed as part of ED 658 course requirements and finalized as part of ED 659. Purpose of the Portfolio The portfolio should accurately reflect the quality of work produced by the student in the Educational Leadership program, including work produced during the internship. The portfolio satisfies institutional assessment needs as well as program assessment needs by serving as evidence of the student s knowledge, skills, and dispositions to effectively perform administrative and leadership duties at the district level. The portfolio will also afford students the opportunity to produce a showcase portfolio for use in seeking employment. As part of the showcase portfolio, students may include samples of work from transfer credit courses in addition to assignments from Wilkes courses other than those designated in course syllabi. Construction of the Portfolio As a general guide to the construction of the portfolio, students should construct a matrix that lists: 1) the Ed.D. Leadership Competencies; 2) the tasks, projects, and experiences related to each of the specific competencies as aligned to specific PDE standards completed in courses ED 658 and ED 659 with supporting evidence; 3) the tasks, projects, and experiences planned for the internship that will address specific competencies and standards where areas of need as well as strengths, are indicated. 12

Internship Final Project The intern is to prepare a cover page without a page number as follows: has completed his/her internship documenting the attainment of (Name of Intern) Ed.D. Leadership Competencies & PDE Standards and it has been found acceptable. SIGNED: DATE: Mentoring Administrator SIGNED: DATE: University Instructor (Number subsequent pages in the upper right corner of the page.) ************************************************************************************ Section I: Internship Proposal Introduction Internship Competency Matrix & Narrative Assessment Internship Expectations Section II: Internship Artifacts Internship Field Experience Log Copies of all logs previously submitted to the university instructor and mentoring administrator are to appear in this section in chronological order. All required signatures must appear on the final logs. Evidence of Competencies & Standards A final copy of the matrix--revised and in finalized form--is to appear first, followed by a narrative that describes the specific tasks, leadership behaviors, projects, and experiences that addressed each Ed.D. Program Competency and PDE Standards. The evidence, pertinent materials, and artifacts to document the attainment of these competencies and guidelines are also to be included and clearly labeled indicating the evidence provided as required by the PDE related to the internship project (E1-E5). 13

Section III: Assessments Evaluations Any evaluative materials from the university instructor and mentoring administrator are to be placed in this section, including scored rubrics. Reflective Self-Assessment The intern is to compose a comprehensive, reflective self-assessment of the internship experience (ED 658 & ED 659) at its completion. This self-assessment should be in narrative form and contain an appraisal of the intern s achievements and future areas of professional development. The self-assessment should also include an overall summary of the internship describing what the intern learned from the experience. The most rewarding and most challenging areas of one s internship should be included in the self-assessment. This self-assessment should be a maximum of three double-spaced pages. 14

Reference Documents And Internship Forms 15

Appendix A WILKES UNIVERSITY Internship Application (Must be completed for enrollment in course ED 658) Student Name: Date of Application: WIN (Wilkes ID #): Student Address: Contact Information: Phone Email Years of Experience: Teaching Administration Work Information: Institution name, address, and phone number Faculty Mentor: Internship Site (if different than above): Institution name, address, & phone number or Head of Institution where internship will take place: Mentoring Administrator & Contact Information (include phone number & email): - 16 -

Internship Plan Provide a description of a general plan that includes the tasks and experiences that will fulfill the competencies for the internship, as well as a proposed internship project that will meet the needs of the district. Outline a tentative schedule and timeframe to meet the required internship hours Explain how you envision that your internship tasks will result in benefits to the school district or educational institution Student Signature: Date: Faculty Mentor Signature: Date: - 17 -

Program Office Use All required coursework completed prior to Internship Courses in progress Courses to be completed during internship Approval from District or Institution Head received: Approval given Approval denied with plan to address deficiencies Comment: University Official: - 18 -

Appendix B Field-Based Project Requirements with Field Hours Students will complete 360 hours of field work by completing 180 hours in coursework and 180 hours in an internship over the 12 month life cycle of the school year. The mentoring administrator is required to be with an experienced practicing administrator with a minimum of three years satisfactory experience at the certification level sought. 1. The designated field experience hours for this course are to be addressed in a field-based project specific to the school or district at which the field experience is taking place and specific to the key PDE core and corollary standards addressed in this course. 2. A field experience log, which follows, is to be maintained and completed by the student to document the required field hours related to activities conducted at the school or district site. The majority of these hours must directly relate to the field-based project. 3. The field-based project must be developed in conjunction with the course instructor and an identified site-based administrator (mentor) holding a K-12 leadership position equivalent to that of the student s intended certification (i.e. assistant principal/principal for principal certification or assistant superintendent/superintendent for superintendent certification). 4. The identified mentor does not have to be the same individual for every field experience but does have to be at the appropriate certification level. The mentor should have expertise in and oversight of the area related to the field-based project. 5. The field-based project must relate to the course objectives and the corresponding PDE standards. 6. The project s design must directly or indirectly strive to improve student achievement based on the needs of the school or district. For superintendent candidates, the project must be at the district level in its scope and reflective of the roles and responsibilities of central office administrators. For principal candidates, the project must be school-based and reflective of the role and responsibilities of the building administrator. 7. The field-based project is to include a proposal with components of one or more of the following types of assessment evidence (E) designated by the PDE: E. 1. Action-based research project designed to improve student achievement E. 2. Development & implementation of a curriculum project focused on improving student achievement E. 3. Tools project (application of current tools endorsed by and made available by PDE) E. 4. Multiple measures of data project focused in student achievement E. 5. Case study focusing on improving student achievement 19

Project Proposal Requirements 8. The student must have the proposal completed and evaluated by deadline set by the instructor, typically before the mid-point of the semester. The student cannot begin the project s activities until the proposal is approved. 9. The student and mentor will review the project proposal and the mentor will evaluate the proposal using the field-based project proposal rubric. The student is responsible for submitting the proposal and assuring that the mentoring administrator s completed rubric is received by the course instructor by the set deadline. The course instructor will then evaluate the proposal. 10. The proposal should include the following: a. The name of the mentor and position, district, and contact information b. Project title, description, & timeline c. Project goal(s) and objectives aligned to the PDE core and corollary standards in a matrix-format d. Justification as to how the project will strive to improve student achievement based on the needs of the school or district. Clearly describe the tasks/project to be completed. e. The evidence (E 1-5) that will be provided attesting to the attainment of the project goal(s), objectives, and PDE standards, as well as the fulfillment of the designated field experience hours. Final Project/Course Requirements 11. All logs and the final project will be submitted as directed by the course instructor. 12. The student and mentor will review the final project and the mentor will evaluate the project using the project rubric. 13. The fulfillment of the designated field experience hours must be documented, verified by the mentor, and submitted to the instructor or an incomplete will be issued. 14. The student will submit the final project, the signed logs, and the mentor s rubric to the course instructor. The course instructor will then evaluate the final project and logs using the project rubric. The course instructor will issue the grades for the proposal and the final project and determine the grade for the course. 20

Appendix C Internship Log Name: Semester/Year: Page: Course: Instructor Signature: Date: Total Hours: On-site Administrator Signature: Dates Time/ Hours Task Description & Analysis (summarize similar tasks and analyses) Wilkes Leadership Competency PDE Standards (Certification Candidates only) Task: Analysis: Task: Analysis: Task: Analysis: Task: Analysis: 21

Appendix D Field-Based Project Rubric (To be completed by the mentoring administrator) Student Name: Date: Mentoring Administrator Name & Title: Signature of Mentoring Administrator: (Note: Signature Designates Acceptance of Field Placement Student) Part 1 Exceeds Expectations 2 Meets Expectations 1 Proposal Inadequate Comments Rubric 0 Project title, description, & timeline were complete and detailed. Project goal(s) and objectives were aligned to the PDE core and corollary standards in a matrix-format. An explanation as to how the project will directly or indirectly improve student achievement specific to the school or district was provided. Project Proposal Total Points Earned: Proposal Accepted & Evaluated by: Signature of Evaluator: Part 2 Excellent 4 Very Good 3 Average 2 Final Project Rubric The evidence met the project s goal(s), objectives, and PDE standards as identified in the proposal. Field hours and corresponding tasks were verified with a log to meet the required number of hours set in the course. Justification was provided as to how the final project directly or indirectly improved student achievement to meet the needs of the school or district. A descriptive analysis of the final project and its results were provided with conclusions and recommendations derived from the analysis. Final Project Total Points Earned: Evaluated by: Signature of Evaluator: Poor 1 22

Appendix E Internship Rubric (To be completed by the course instructor) Intern: Course: Semester: Evaluated by University Instructor: Overall Values Element Points Due Date Status Points Earned 1. Internship Application 5 2. Internship Proposal 16 3. Internship Log with Analysis 30 4. Internship Final Project 50 5. Field-Based Project Rubric 22 6. Leadership Competency Portfolio 20 Total 143 Total Points Earned 1. Internship Application Criteria Point Value Points Earned Completed as per directions 4 Confirmation from site received 1 Total Points Earned 2. Internship Proposal (16 points) Sections Section A: Introduction 4-3 Completed as per guide written clearly and concisely with few APA errors 2-1 Missing some information writing mostly follows APA conventions 0 Required information is not evident in proposal with significant writing errors evident. Section B: Matrix Section C: Narrative Section D: Tasks/Projects w/ planned assessment evidence indicated (E1-E5) Total Points Earned 23

3. Internship Log (30 points) Elements Chronological log entries are entered for the dates & times spent on the internship Entries are completed with enough detail to provide information to serve as a useful reference throughout the internship. Tasks are entered into the log and analyzed with corresponding evidence referenced or provided, as needed. Overall, the log provided an organized, dated record of leadership tasks and activities. Total Points Earned 7-5 Entries are well organized and clearly sequenced. 7-5 All entries contain sufficient detail to provide information about the internship tasks 8-5 Analysis of tasks conveys learning related to competencies or standards and is substantiated with identified evidence 8-5 Well-written with few APA errors, the intern s efforts made a positive contribution to the institution Criteria 4-3 Entries are somewhat organized with a general sequence. 4-3 Most entries contain sufficient detail about the internship tasks 4-3 Most tasks are analyzed and related to competencies or standards and have related evidence identified or provided for most tasks 4-3 Mostly wellwritten, some APA errors evident, the intern s efforts made a positive contribution to the institution 2-1 Entries are not all chronological or clearly dated and require additional organization. 2-1 Entries are a mix of lists with some detailed entries 2-1 Tasks are not sufficiently analyzed and related to the competencies or standards or evidence is not identified or provided, as needed 2-1 The log requirements were met and the institution considered the intern s efforts satisfactory 0 Entries are infrequent or not organized or clearly dated. 0 Entries are vague and are primarily just lists of tasks 0 Analysis is superficial or evidence is missing 0 The log was difficult to follow, disorganized, and did not satisfy course requirements 24

4. Internship Final Project (50 points) Elements Section I: Introduction and Statement of the Problem Section II: Review of the Literature Section III: Instruments and Procedures (Methodology) 8-6 Meets doctoral expectations for content, focus, organization, style, and conventions 8-6 Meets doctoral expectations for content, focus, organization, style, and conventions 8-6 Meets doctoral expectations for content, focus, organization, style, and conventions Section IV: Findings 9-6 Meets doctoral expectations for content, focus, organization, style, and conventions Section V: Conclusions 9-6 Meets doctoral expectations for content, focus, organization, style, and conventions Criteria 5-3 Meets most expectations for content, focus, organization, style, and conventions except in one area 5-3 Meets most expectations for content, focus, organization, style, and conventions except in one area 5-3 Meets most expectations for content, focus, organization, style, and conventions except in one area 5-3 Meets most expectations for content, focus, organization, style, and conventions except in one area 5-3 Meets most expectations for content, focus, organization, style, and conventions except in one area 2-1 Does not meet expectations for content, focus, organization, style, and conventions in two or more areas 2-1 Does not meet expectations for content, focus, organization, style, and conventions in two or more areas 2-1 Does not meet expectations for content, focus, organization, style, and conventions in two or more areas 2-1 Does not meet expectations for content, focus, organization, style, and conventions in two or more areas 2-1 Does not meet expectations for content, focus, organization, style, and conventions in two or more areas 0 Does not meet expectations for doctoral level writing 0 Does not meet expectations for doctoral level writing 0 Does not meet expectations for doctoral level writing 0 Does not meet expectations for doctoral level writing 0 Does not meet expectations for doctoral level writing References and Appendix 8-6 Well-written, clearly follows APA format with little or no errors Total Earned Points 5-3 Mostly follows APA format with few errors 2-1 Follows APA format with several errors 0 Does not meet expectations for doctoral level writing - 25 -

5. Field-Based Project Rubric (22 points) (To be completed by the mentoring administrator) Student Name: Date: Mentoring Administrator Name & Title: Signature of Mentoring Administrator: (Note: Signature Designates Acceptance of Field Placement Student) Part 1 Proposal Rubric Project title, description, & timeline were complete and detailed. Project goal(s) and objectives were aligned to the PDE core and corollary standards in a matrix-format. An explanation as to how the project will directly or indirectly improve student achievement specific to the school or district was provided. Exceeds Expectations 2 Meets Expectations 1 Inadequate 0 Comments Project Proposal Total Points Earned: Proposal Accepted & Evaluated by: Signature of Evaluator: Part 2 Final Project Rubric The evidence met the project s goal(s), objectives, and PDE standards as identified in the proposal. Field hours and corresponding tasks were verified with a log to meet the required number of hours set in the course. Justification was provided as to how the final project directly or indirectly improved student achievement to meet the needs of the school or district. A descriptive analysis of the final project and its results were provided with conclusions and recommendations derived from the analysis. Excellent 4 Very Good 3 Average 2 Poor 1 Comments: - 26 -

6. Leadership Competency Portfolio (20 points) Elements Evidence/artifacts are included from coursework and corresponded to matrix 10-7 Meets expectations for content, organization, and writing conventions 6-3 Meets most expectations for content, organization, and writing conventions Criteria 2-0 Meets few expectations for content, organization, and writing conventions Portfolio is organized and professional in appearance Total Points: 10-7 Meets expectations for course and program quality 6-3 Meets most expectations for course and program quality 2-0 Meets few expectations for course and program quality Comments: - 27 -

Appendix F PDE Requirements for the Letter of Eligibility (Certification and staff policies and guidelines (CSPG) No. 96 Administrative Area Code 1150) August 1, 2004 Certification Staffing Assignment SUPERINTENDENT K-12 The certificate involves the science or art of the knowledge, competence and leadership required in the provision of administrative services when working with school aged youth in grades K-12 in a school entity. Grade Level Scope of Certificate: A person holding a valid PA certificate with the s Letter of Eligibility, is qualified for assignment to administer school operations. Certification Assignment: An educator holding a valid Letter of Eligibility as a is qualified to administer: 1. Instructional leadership focusing on Strategic Planning and Curriculum Development Effective School Management Alignment of district curricula with state standards Decision-making and problem solving that is data driven Professional development that focuses on student learning Instructional leadership and assessment of district accomplishments 2. Supervision and evaluation of instructional and non-instructional staff persons required for school operation. 3. Strategic planning for fiscal operations and resource and technology management for school building. 4. Budget planning and resource allocation. 5. Serve as a Supervisor of Curriculum and Instruction, Supervisor of Pupil Personnel Services, Supervisor of Special Education, Elementary or Secondary or K-12 School Principal, Vocational Education Director, and Director of an Intermediate Unit. Restrictions: A person holding a valid PA certificate with the s Letter of Eligibility is qualified for assignment to administer school operations below the superintendent s level. Program Specific Guidelines for Certification: PA Public School Code: 1202 1212 1604 Article X 22 PA Code: 49.172 49.182 THIS REVISION SUPERSEDES ALL EARLIER CSPG'S CARRYING THIS NUMBER AND/OR ADDRESSING THIS SUBJECT. PREVIOUS PRINTING DATES ON THIS SUBJECT: 1973, 3/75, 3/78, 2/82, 1/87-28 -

Candidate Competencies ( Preparation Programs) Candidate assessment includes performance based ongoing projects designed to measure and document knowledge, skills and dispositions. Required assessments should span multiple standards and efficiently document completion of requirements using a portfolio. Rubrics and explicit criteria differentiating levels of performance are required to assess quality of candidate knowledge, skills and disposition. Five common assessment activities are presented below. The Department of Education recommends that the following five (5) performance-based assessment vehicles be used to assess and document candidates successful attainment of knowledge, skills and competencies found in the core and corollary standards. These five (5) vehicles are cross-referenced in the Evidence/Measure column on the Standards charts presented in the following pages. If alternative assessments are used, their efficacy and relevance must be demonstrated by the institution. Evidence/Measurement Processes 1. Action-based research project designed to improve student achievement _ Design of a standards based instructional systems model _ Design of a performance-based teacher evaluation system 2. Development and implementation of a curriculum project focused on improving student achievement _ Integrate federal, state and district requirements and policies _ Include scheduling, budgeting 3. Tools project (application of current tools endorsed by and made available by PDE) _ Focus on student achievement _ Use of tools (currently tools provided by PDE) _ Link to classroom practice 4. Multiple measures of data project focusing on student achievement _ Integrate other measures beyond the student test data _ Link to improved or enhanced student achievement _ Link to school reform 5. Case study focusing on improving student achievement _ Choose a school district; research all relevant information about the district; identify strengths and weaknesses of school district; then present a 5-year plan to improve the student achievement in that district. _ Research district strategic plan focusing on ways to increase student achievement. _ Include a plan for collaborating, communicating, and engaging others inside and outside the organization to improve student achievement. - 29 -

Appendix G PDE STANDARDS FOR SUPERINTENDENT CORE STANDARDS C.1. CORE STANDARD ONE: The leader has knowledge and skills to think and plan strategically, creating an organizational vision around personalized student success. C.2. CORE STANDARD TWO: The leader is grounded in standards-based systems theory and design and is able to transfer knowledge to his/her job as an architect of standards-based reform in the school. C. 3. CORE STANDARD THREE: The leader knows how to access and use appropriate data to inform decision-making at all levels of the system. COROLLARY STANDARDS CL.1. COROLLARY STANDARD ONE: The leader creates a culture of teaching and learning with an emphasis on learning. CL.2. COROLLARY STANDARD TWO: The leader manages resources for effective results. CL. 3. COROLLARY STANDARD THREE: The leader collaborates, communicates, engages, and empowers others inside and outside of the organization to pursue excellence in learning. CL.4. COROLLARY STANDARD FOUR: The leader operates in a fair and equitable manner with personal and professional integrity. CL.5. COROLLARY STANDARD FIVE: The leader advocates for children and public education in the larger political, social, economic, legal, and cultural context. CL. 6 COROLLARY STANDARD SIX: The leader supports professional growth of self and others through practice and inquiry. - 30 -

Framework and Guidelines for Preparation Programs CORE STANDARD ONE: The leader has knowledge and skills to think and plan strategically, creating an organizational vision around personalized student success. [Major concepts: Personalized student success, organizational change, leadership, shared vision, strategic thinking and planning] A B C D Knowledge or Skill Competence Performance/ Demonstration Understands role and knows how to engage with Boards of Education Understands how to lead a school district to a shared vision of student success Knows and understands organizational change theories and strategies Knows and understands the difference between strategic, operational, and tactical planning Demonstrates how to work with a Board of Education to accomplish a strategic goal or objective Demonstrates how to facilitate the development of a shared vision for personalized student success Demonstrates how to apply strategic thinking and change strategies to address student achievement challenges at the district level Demonstrates how to work with a team to create and implement strategic, operational, and tactical plans that demonstrate desired results Practical exercise Job-embedded experience mentorship of Scenarios & Simulations Practical exercise Job-embedded experience mentorship of Scenarios & Simulations Practical exercise Job-embedded experience mentorship of Scenarios & Simulations Practical Exercise Job-embedded experience mentorship of Scenarios & Simulations Measurement/ Evidence 1/2 1/2/3/4 1/2 2/3/5 E F Understands problem-solving and critical/creative/strategic thinking Understands and exercises appropriate leadership styles and strategies Demonstrates how to lead a team through a district-level problem solving process resulting in a plausible solution Demonstrates how to apply a range of leadership styles appropriate to a variety of contexts Practical Exercise Job-embedded experience mentorship of Scenarios & Simulations Practical Exercise Job-embedded experience mentorship of Scenarios & Simulations 1/2/5 1/5-31 -

CORE STANDARD TWO: The leader is grounded in standards-based systems theory and design and is able to transfer knowledge to his/her job as an architect of standards-based reform in the school. [Major concepts: Standards-based systems; Federal, state, and district guidelines; architect of reform; systems thinking; reform] A B C D Knowledge or Skill Competence Performance/ Demonstration Understands standards-based Demonstrates the ability to systems theory and how to implement a district-wide mentorship of implement, support and lead standards-based reform the successful standards-based initiative. Scenarios & Simulations reform across the district Understands systems thinking and how to integrate into the decision-making process Understands how to align resources with reform strategies Understands current Federal, state and district standards and requirements Demonstrates how to apply systems thinking in decision-making situations Demonstrates ability to focus adequate resources on reform efforts Demonstrates ability to align reform efforts with Federal, state and district requirements Practical exercise Job-embedded experience mentorship of Scenarios & Simulations Practical exercises in course Case studies Job-embedded experience mentorship of Scenarios & Simulations job-embedded experience mentorship of Scenarios & Simulations Measurement/ Evidence 1/2/3/4/5 1/2/3/4/5 2/5 1/2/5-32 -

CORE STANDARD THREE: The leader knows how to access and use appropriate data to inform decisionmaking at all levels of the system. [Major concepts: Technology; continuous improvement; problem solving; shared decision making; multiple uses of data] A B C D Knowledge or Skill Competence Performance/ Demonstration Understands multiple decisionmaking Demonstrates the ability to Practical exercise processes and knows lead decision-making Job-embedded how and when to use appropriate processes appropriate to the experience process situation mentorship of Understands inquiry-based problem solving and how to frame issues and acquire relevant data Understands how to assess/evaluate programs and personnel against goals for continuous improvement efforts Understands how to interpret, report and act on data-informed conclusions (e.g., student test data and other data related to student achievement) Demonstrates how to structure problems for solution and frame issues for resolution Demonstrates how to use assessment and evaluation information for continuous improvement efforts Demonstrates how to use data and information to inform decisions Scenarios & Simulations Scenario response Practical exercises in course Case studies Practical exercises in course Case studies Job-embedded experience mentorship of Scenarios & Simulations Scenario response Practical exercises in course Measurement/ Evidence 2/3/5 1/2/4/5 1/2/4/5 1/2/3/4-33 -

COROLLARY STANDARD ONE: The leader creates a culture of teaching and learning with an emphasis on learning. [Major concepts: Research; leadership for learning; modeling for learning; organizational behavior and culture; culture and climate for learning] A B C D Knowledge or Skill Competence Performance/ Demonstration Knows and understands how to Demonstrates the ability to Scenario response apply research, theory, design, apply research-based best Practical exercises in and strategies that result in a practices to solve school course district-wide focus on teaching reform problems and Case studies and learning challenges job-embedded experience mentorship of Knows how to assess the organizational culture and to engage the school community in improving the culture Understands how to model the behaviors of Lead learner & teacher and encourages others to apply those behaviors) Understands how to ensure a safe and secure climate for learning throughout the district Applies best practices to establish and improve the organizational climate across the educational community Models the attributes of a continuous learner and the expectation for others Ability to plan and execute plans to ensure the safest and most secure environment across the district Scenarios & Simulations Scenario response Practical exercises in course Job-embedded experience mentorship of Job-embedded experience mentorship of Measurement/ Evidence 1/2/5 1/2/5 1/2 1/2/5-34 -

COROLLARY STANDARD TWO: The leader manages resources for effective results. [Major concepts: Resources; personnel practices; policy; fiscal planning and management; technology use] A B C D E F G Knowledge or Skill Competence Performance/ Demonstration Knows and understands effective fiscal planning and management Understands how to use technology effectively and efficiently Understands human resources (e.g., personnel hiring practices, performance appraisal, assignment, dismissal, regulations / laws, policies, procedures Understands sources of funding how to acquire resources Understands how to assess/evaluate the effectiveness of resource allocation to achieve desired results Understands how legal requirements impact local decisions (e.g., federal and state regulations and labor relations) Knows and understands how to create, revise and implement policies Knows how to develop a budget plan that is aligned to district goals and priorities. Exhibits the ability to ensure that technology is appropriately implemented throughout the district Knows how to manage human resources effectively Demonstrates how to increase the available resources Demonstrates how to assess the way resources are utilized and the results produced Demonstrates knowledge of regulations and policies and how to interpret them accurately and apply them appropriately Demonstrates how to address challenges by modifying relevant policies Practical exercises in course mentorship of Scenarios & Simulations Scenario response Practical exercises in course Job-embedded experience mentorship of mentorship of Scenario response Practical exercises in course Practical exercise Job-embedded experience mentorship of Scenarios & Simulations Scenario response Practical exercises in course Measurement/ Evidence 1/2/5 2/3/5 1/2/3/5 1/2/5 1/2/3/5 2/5 1/2/5-35 -

COROLLARY STANDARD THREE: The leader collaborates, communicates, engages, and empowers others inside and outside of the organization to pursue excellence in learning. [Major concepts: Communication; community engagement and empowerment; leadership development; team building] A B C D E Knowledge or Skill Competence Performance/ Demonstration Understands how to create a Demonstrates how to Practical exercises in learning culture within a establish and improve the course community to pursue high culture of learning standards for all learners throughout the district mentorship of Knows how to communicate effectively verbally and in writing Understands community engagement and how to establish and maintain positive community relations Understands how to develop and encourage leadership in others Able to assemble & build high performing teams Demonstrates effective communication abilities Demonstrates how to involve key community, district and school stakeholders in reform efforts Models appropriate leadership behavior and develops leadership skills in others through mentoring and coaching Demonstrates how to assemble appropriate stakeholders into effective teams for problem solving Scenarios & Simulations Scenario response Practical exercises in course mentorship of Scenarios & Simulations Practical exercises in course mentorship of Scenarios & Simulations Practical exercises in course mentorship of Measurement/ Evidence 1/2/5 1/2 1/2/3/5 2/5 2/3-36 -

COROLLARY STANDARD FOUR: The leader operates in a fair and equitable manner with personal and professional integrity. [Major concepts: Ethics; conflict resolution; diversity; equity and fairness; sound judgment] A B Knowledge or Skill Competence Performance/ Demonstration Understands professional and Demonstrates impeccable personal ethics and exemplifies a personal and professional mentorship of professional code of conduct ethics at all times Understands diverse populations and establishes systems that support equity and fairness for all Demonstrates how to embrace and utilize diversity to improve performance and learning mentorship of Measurement/ Evidence 2/5 1/2/3/4/5 C D Displays informed and thoughtful judgment in all decision making Knows and understands how to employ conflict resolution skills Demonstrates how to use data and information from multiple sources to improve decision making across the district Demonstrates how to address conflict and resolve differences to achieve effective results Practical exercises in course mentorship of Scenarios & Simulations Scenario response Practical exercises in course 1/2/5 2/3/5-37 -

COROLLARY STANDARD FIVE: The leader advocates for children and public education in the larger political, social, economic, legal, and cultural context. [Major concepts: Political skills; law and legal structure; child advocacy] Knowledge or Skill Competence Performance/ Demonstration A B Understands the political, social, economic, legal and cultural context in which the education system operates Knows how to advocate for children & learning Demonstrates how to identify and interpret external influences and how they impact on local educational decisions Exhibits continuous focus on children and learning Scenario response Practical exercises in course mentorship of Practical exercises in course mentorship of Measurement/ Evidence 1/2/4/5 1/2/5 C D E Understands how staffing decisions affect student learning Understands how to Influence decisions inside & outside of community to solve community problems Knows federal, state, and local laws, regulations, and policies that define parameters for the education, health, and welfare of all children Demonstrates an understanding of how staffing decisions affect learning Demonstrates how to engage with governmental and political leaders to effectively help solve local problems Demonstrates knowledge of the law Practical exercises in course mentorship of Scenario response Practical exercises in course Scenario response Practical exercises in course 1/2/5 1/2/5 1/2/5-38 -

COROLLARY STANDARD SIX: The leader supports professional growth of self and others through practice and inquiry. [Major concepts: Professional development; continuous improvement; develop leaders; capacity building] A B Knowledge or Skill Competence Performance/ Demonstration Understands the research on effective professional development Understands the need for continuous professional growth of all stakeholders in the education system Demonstrates how to use professional development as a way to increase institutional capability Demonstrates how to engage staff and Board members in relevant professional development activities Practical exercises in course mentorship of Practical exercises in course mentorship of Measurement/ Evidence 1/2/5 1/2/3/5 C D E Understands how to develop challenging career opportunities for staff Understands how to identify talent and potential talent and leverage for the benefit of the district Understands how to align professional development with student learning goals Demonstrates the ability to enhance the utilization of human resources by developing challenging opportunities for all staff Demonstrates the ability to identify talent and develop potential leaders and other professionals and leverage the human capital for the benefit of the district Demonstrates how to design professional development plans that lead to improved student learning Practical exercises in course mentorship of Scenarios & Simulations Job-embedded experience mentorship of Scenarios & Simulations Practical exercises in course mentorship of 2/5 1/2/5 1/2/3/4/5-39 -

PDE Special Education Competencies for School Leaders SP 1. Overrepresentation of Diverse Students in Special Education 1. Identify factors contributing to the over-representation of culturally and linguistically diverse students in programs for individuals with disabilities and implement strategies for reduction of the over-representation. 2. Demonstrate an understanding of over-representation of minorities in special education so as to not misinterpret behaviors that represent cultural, linguistic differences as indicative of learning problems. 3. Demonstrate an ability to interact and meet effectively with families. 4. Distinguish between the culture of the family and the economic situation of the family and how poverty affects families. 5. Identify how the family s culture and values affects how they view disabilities. 6. Celebrate heritages and cultures and link directly to learning. 7. Incorporate stories and resources from many cultural and ethnic traditions. 8. Build on students strengths when teaching literacy skills to language minority students. 9. Directly use best, evidenced-based practices for teaching students from diverse backgrounds. 10. Implement processes that successfully prevent inappropriate placement and ensure that the opportunities for educational achievement to minority students equal those offered to the majority group. SP 2. Prevention and Early Intervening 1. Connect general education curriculum, compensatory and special education in providing high quality standards-based instruction/intervention that is matched to students academic, social emotional and behavioral needs. 2. Demonstrate high-quality instruction for all students, through scientific research and evidencebased practice to produce high rates of learning for all students. 3. Implement universal screening of all students with periodic monitoring of students progress in the curriculum. 4. Provide interventions for struggling learners provided at increasing levels of intensity and matched to individual student need. 5. Implement an integrated system of assessment and data collection for students struggling to meet academic and behavioral expectations. 6. Monitor students learning rates and levels of performance and use that information in ongoing problem solving and decision making. 7. Determine which students need additional help regarding the intensity and likely duration of interventions, based on each student s response to instruction across multiple tiers of intervention. 8. Participate in school wide approaches to intervention and effective instruction. 9. Demonstrate evidenced-based practices for use in both the special and regular education settings in the school. SP 3. Effective Instructional Strategies for Students with Disabilities in Inclusive Settings 1. Identify effective instructional strategies to address areas of need. 2. Scaffold instruction to maximize instructional access to all students. 3. Monitor student progress to provide mediated scaffolding and increase academic rigor when appropriate. 4. Provide feedback to students at all levels to increase awareness in areas of strength, as well as areas of concern. 5. Strategically align standard based curriculum with effective instructional practices. - 40 -

6. Identify and implement instructional adaptations based on evidence-based practices (demonstrated to be effective with students with disabilities) to provide curriculum content in a variety of ways without compromising curriculum intent. 7. Analyze performance of all learners and make appropriate modifications. 8. Design and implement programs that reflect knowledge, awareness and responsiveness to diverse needs of students with disabilities. 9. Use research supported methods for academic and non-academic instruction for students with disabilities. 10. Develop and implement universally designed instruction. 11. Demonstrate and understanding of the range and the appropriate use of assistive technology (i.e., no tech, low tech, high tech). 12. Demonstrate efficient differentiated instruction and an understanding of efficient planning, coordination, and delivery for effective instruction required for inclusive settings. - 41 -

Appendix H Key Elements of an Aligned Educational System for Improved Student Achievement As demonstrated in the graphic below, the context for the preparation for school and system leaders is an aligned education system for improved student achievement. The PA Leadership Standards focus preparation and continuing professional education on the key elements of that system. Quality leadership and a continuous learning ethic are the pillars that support a successful education system. Approved preparation programs will be designed to help leaders develop the knowledge and understanding required to create and continuously improve standards-aligned instructional systems, equitable learning opportunities, leadership for results, data-driven cultures, results-focused planning, targeted assistance, professional learning communities and professional accountability. Pennsylvania Department of Education. (2008). The Framework for Preparation Program Guidelines - 42 -

Appendix I Pennsylvania's Code of Professional Practice and Conduct for Educators Section 1. Mission The Professional Standards and Practices Commission is committed to providing leadership for improving the quality of education in this Commonwealth by establishing high standards for preparation, certification, practice and ethical conduct in the teaching profession. Section 2. Introduction (a) Professional conduct defines interactions between the individual educator and students, the employing agencies and other professionals. Generally, the responsibility for professional conduct rests with the individual professional educator. However, in this Commonwealth, a Code of Professional Practice and Conduct (Code) for certified educators is required by statute and violation of specified sections of the Code may constitute a basis for public or private reprimand. Violations of the Code may also be used as supporting evidence, though may not constitute an independent basis, for the suspension or revocation of a certificate. The Professional Standards and Practices Commission (PSPC) was charged by the act of December 12, 1973 (P. L. 397, No. 141) (24 P. S. 12-1251 - 12-1268), known as the Teacher Certification Law, with adopting a Code by July 1, 1991. See 24 P. S. 12-1255(a)(10). (b) This chapter makes explicit the values of the education profession. When individuals become educators in this Commonwealth, they make a moral commitment to uphold these values. Section 3. Purpose (a) Professional educators in this Commonwealth believe that the quality of their services directly influences the Nation and its citizens. Professional educators recognize their obligation to provide services and to conduct themselves in a manner which places the highest esteem on human rights and dignity. Professional educators seek to ensure that every student receives the highest quality of service and that every professional maintains a high level of competence from entry through ongoing professional development. Professional educators are responsible for the development of sound educational policy and obligated to implement that policy and its programs to the public. (b) Professional educators recognize their primary responsibility to the student and the development of the student's potential. Central to that development is the professional educator's valuing the worth and dignity of every person, student and colleague alike; the pursuit of truth; devotion to excellence; acquisition of knowledge; and democratic principles. To those ends, the educator engages in continuing professional development and keeps current with research and technology. Educators encourage and support the use of resources that best serve the interests and needs of students. Within the context of professional excellence, the educator and student together explore the challenge and the dignity of the human experience. Section 4. Practices (a) Professional practices are behaviors and attitudes that are based on a set of values that the professional education community believes and accepts. These values are evidenced by the professional educator's conduct toward students and colleagues, and the educator's employer and community. When teacher candidates become professional educators in this Commonwealth, they are expected to abide by this section. - 43 -

(b) Professional educators are expected to abide by the following: (1) Professional educators shall abide by the Public School Code of 1949 (24 P. S. 1-101 - 27-2702), other school laws of the Commonwealth, sections 1201(a)(1), (2) and (4) and (b)(1), (2) and (4) of the Public Employee Relations Act (43 P. S. 1101.1201(a)(1), (2) and (4) and (b)(1), (2) and (4)) and this chapter. (2) Professional educators shall be prepared, and legally certified, in their areas of assignment. Educators may not be assigned or willingly accept assignments they are not certified to fulfill. Educators may be assigned to or accept assignments outside their certification area on a temporary, short-term, emergency basis. Examples: a teacher certified in English filling in a class period for a physical education teacher who has that day become ill; a substitute teacher certified in elementary education employed as a librarian for several days until the district can locate and employ a permanent substitute teacher certified in library science. (3) Professional educators shall maintain high levels of competence throughout their careers. (4) Professional educators shall exhibit consistent and equitable treatment of students, fellow educators and parents. They shall respect the civil rights of all and not discriminate on the basis of race, national or ethnic origin, culture, religion, sex or sexual orientation, marital status, age, political beliefs, socioeconomic status, disabling condition or vocational interest. This list of bases or discrimination is not all-inclusive. (5) Professional educators shall accept the value of diversity in educational practice. Diversity requires educators to have a range of methodologies and to request the necessary tools for effective teaching and learning. (6) Professional educators shall impart to their students principles of good citizenship and societal responsibility. (7) Professional educators shall exhibit acceptable and professional language and communication skills. Their verbal and written communications with parents, students and staff shall reflect sensitivity to the fundamental human rights of dignity, privacy and respect. (8) Professional educators shall be open-minded, knowledgeable and use appropriate judgment and communication skills when responding to an issue within the educational environment. (9) Professional educators shall keep in confidence information obtained in confidence in the course of professional service unless required to be disclosed by law or by clear and compelling professional necessity as determined by the professional educator. (10) Professional educators shall exert reasonable effort to protect the student from conditions which interfere with learning or are harmful to the student's health and safety. Section 5. Conduct Individual professional conduct reflects upon the practices, values, integrity and reputation of the profession. Violation of 235.6-235.11 may constitute an independent basis for private or public reprimand, and may be used as supporting evidence in cases of certification suspension and revocation. Section 6. Legal obligations (a) The professional educator may not engage in conduct prohibited by the act of December 12, 1973 (P. L. 397, No. 141) (24 P. S. 12-1251-12-1268), known as the Teacher Certification Law. (b)the professional educator may not engage in conduct prohibited by: (1) The Public School Code of 1949 (24 P. S. 1-101-27-2702) and other laws relating to the schools or the education of children. (2) The applicable laws of the Commonwealth establishing ethics of public officials and public employees, including the act of October 4, 1978 (P. L. 883, No. 170) (65 P. S. 401-413), known - 44 -

as the Public Official and Employee Ethics Law. (c) Violation of subsection (b) shall have been found to exist by an agency of proper jurisdiction to be considered an independent basis for discipline. Section 7. Certification The professional educator may not: (1) Accept employment, when not properly certificated, in a position for which certification is required. (2) Assist entry into or continuance in the education profession of an unqualified person. (3) Employ, or recommend for employment, a person who is not certificated appropriately for the position. Section 8. Civil Rights The professional educator may not: (1) Discriminate on the basis of race, National or ethnic origin, culture, religion, sex or sexual orientation, marital status, age, political beliefs, socioeconomic status; disabling condition or vocational interest against a student or fellow professional. This list of bases of discrimination is not all-inclusive. This discrimination shall be found to exist by an agency of proper jurisdiction to be considered an independent basis for discipline. (2) Interfere with a student's or colleague's exercise of political and civil rights and responsibilities. Section 9. Improper personal or financial gain (1) Accept gratuities, gifts or favors that might impair or appear to impair professional judgment. (2) Exploit a professional relationship for personal gain or advantage. Section 10. Relationships with students The professional educator may not: (1) Knowingly and intentionally distort or misrepresent evaluations of students. (2) Knowingly and intentionally misrepresent subject matter or curriculum. (3) Sexually harass or engage in sexual relationships with students. (4) Knowingly and intentionally withhold evidence from the proper authorities about violations of the legal obligations as defined within this section. Section 11. Professional relationships The professional educator may not: (1) Knowingly and intentionally deny or impede a colleague in the exercise or enjoyment of a professional right or privilege in being an educator. (2) Knowingly and intentionally distort evaluations of colleagues. (3) Sexually harass a fellow employee. (4) Use coercive means or promise special treatment to influence professional decisions of colleagues. (5) Threaten, coerce or discriminate against a colleague who in good faith reports or discloses to a governing agency actual or suspected violations of law, agency regulations or standards. - 45 -

Appendix J University-District Certification Preparation Memorandum of Understanding School of Education Certification Programs in partnership with School District Purpose The purpose of the partnership between ( University ) and School District ( District ) is to jointly prepare and support new school leaders or instructors to improve curriculum, instruction and student achievement in our region s schools. We agree to work together to improve the selection of candidates, curriculum and instruction of the preparation programs, learning opportunities in field-based experiences, evaluation processes, and the ongoing support of participants. We agree that: we want the best educated and motivated leaders and instructors possible; we want the best prepared and committed new leaders and instructors those who can ensure the academic success of all students. Responsibilities of University and District Partners The University agrees to: collaborate in the admissions process from the pool of aspiring school and district personnel; provide training for mentoring participants from the school district to assist with the delivery of the field-based experiences; support and educate candidates and assess performance of graduates in their new roles; provide university instructors to guide each candidate s field-based experiences; ensure that the intern s learning plan addresses district strategic goals; assist the intern in developing a portfolio demonstrating mastery of performance tasks; evaluate interns and assign grades with input from their mentoring participants; provide seminars for interns to share what they are learning, critique each others observations and activities, discuss alternative courses of action, and obtain feedback from university faculty; allocate time for frequent, regular contacts with the intern; provide feedback and support to the intern; maintain records and understand all university, district and state requirements for interns. The Partner School District agrees to: - 46 -

collaborate in the admissions process from the pool of aspiring school and district personnel; provide mentoring for each candidate s field-based experiences at the appropriate certification level; facilitate and designate opportunities for completion of internship activities; allocate mentor time for frequent, regular contacts with the intern; encourage reflection and self-assessment while providing feedback on the intern s performance in the experience; consult with the intern s university instructor; ensure that the intern gets a thorough picture of the duties of the school or district; evaluate the intern s performance (i.e. Pennsylvania s Core and Corollary Standards for Leaders) encourage participation of district personnel in professional development activities designed to prepare them to mentor participants; Allow the candidate to participate in intern activities held during normal school hours and to release the candidate from the duties regularly assigned as much as is feasible given work responsibilities and contractual restrictions. General Terms & Conditions Term and Termination This Agreement shall be effective as of, for a term of years ending and shall automatically renew itself for like periods; provided, however, that this Agreement may be terminated by either party at any time, for any reason, upon sixty (60) days' prior written notice to the other party. In the event that the University or the District exercise their option to terminate this Agreement without cause, the District shall use reasonable best efforts to permit an Intern to complete his/her internship hereunder, even when the effective date of the termination of this Agreement occurs prior to the completion date of the applicable internship. In such event, all applicable provisions of this Agreement will continue until the end of the academic term in which the Intern is enrolled. Indemnification The University shall indemnify and hold harmless the District and each of their trustees, officers, employees, agents and invitees (the District Indemnified Parties ) from and against any liability, damages, claims, costs, charges or expenses (including attorneys fees) (collectively, Liability ) to the extent arising from the negligence, gross negligence, or willful misconduct of the University, and/or its employees and/or agents, including without limitation, interns and Faculty. The District shall indemnify and hold harmless the University, its trustees, officers, employees, interns and agents (the University Indemnified Parties ) from and against any Liability to the extent arising from the negligence, gross negligence, or willful misconduct of the District and/or its employees and/or agents. - 47 -

Independent Parties The District and University shall be considered independent entities with respect to each other. None of the provisions of this Agreement are intended to create nor shall be deemed or construed to create any relationship between the District and the University, other than that of independent entities contracting with each other solely for the purpose of effecting the provisions of this Agreement. Insurance The University carries general liability and educator s legal liability (professional liability) protection for the University, its employees, intern s, officers, trusties and faculty only. Assignment Neither party may assign its rights or obligations hereunder without the prior written approval of the other. Nondiscrimination Pennsylvania law, in general, prohibits discrimination based on race, color, age (40 and over), sex, ancestry, national origin, religion, familial status (only in housing), disability and the use, handling or training of guide or support animals for disability. The parties agree not discriminate on these, or any other grounds, in performance of this Agreement. Non-Exclusivity Each party hereto shall be free to enter into other agreements, such as this Agreement, with other parties, as each deems appropriate for its respective manner of business. Governing Law This Agreement shall be governed by and construed in accordance with the laws of the Commonwealth of Pennsylvania. Notices All notices and communications hereunder shall be in writing and deemed given when personally delivered to or upon receipt when deposited with the United States Postal Service, certified or registered mail, return receipt requested, postage prepaid, addressed as follows or to such other person and/or address as the party to receive may designate by notice to the other. - 48 -

If to the University: Attention: Dean, Graduate Studies 84 West South Street Wilkes-Barre, PA 18766 AND Attention: Vice-President, Finance and Support Operations 84 West South Street Wilkes-Barre, PA 18766 If to the District: AND Headings The headings of this Agreement are inserted for convenience only and are not to be considered in the interpretation of this Agreement. Entire Agreement/Amendments This Agreement contains the entire agreement between the University and the Consultant and supersedes all prior existing agreements, either oral or in writing. No terms may be modified or waived except by the mutual written consent of both parties hereto. IN WITNESS THEREOF and intending to be legally bound hereby, the parties have hereunto caused their properly authorized representative to sign this AGREEMENT on the day and year first above written. WILKES UNIVERSITY Signed: Title: Date: DISTRICT Signed: Title: Date: - 49 -