2012-2013 Administrative Internship Handbook
Table of Contents Page 1 of 1 Table of Contents Overview 2 Eligibility Requirements 3 Application Process 4 Internship Elements 5 Performance Assessment 8 Internship Course Evaluation 11 NPBEA Standards (Attachment A) 12 New York State Administrative Certification Requirements (Attachment B) 13 Application for Administrative Internship (Attachment C) 14 Student Agreement Form (Attachment D) 16 Statement of Acceptance for Internship in Educational Leadership (Attachment E) 17 Internship Plan Template (Attachment F) 18 NPBEA Standards, Including Recommended Internship Activities (Attachment G) 19 Leadership Skills Assessment (Attachment H) 31 Weekly Activities Report (Attachment K) 37 Internship Evaluation Forms (Attachment L) Building Level 38 District Level 42 University Contact Report (Attachment M) 45 Internship Course Evaluation Form (Attachment N) 46 Seminar Series (Attachment O) 47 Timeline 48
Overview Page 1 of 1 Overview Policymakers and educators continue to view field-based learning experiences, commonly referred to as internships, as an important component of educational leadership programs. For example, the National Policy Board for Educational Administration s (NPBEA) Standards for Programs in Educational Leadership requires that all pre-service programs include a structured internship experience. 1 Similarly, New York State requires that all candidates seeking certification as a School Building Leader (S.B.L.) complete an internship under the supervision of a practicing school administrator. Those candidates pursuing New York State s School District Leader (S.D.L.) certificate can also elect to include an internship as part of their administrative program. 2 In compliance with New York State administrative certification requirements and in agreement with the NPBEA Standards, we at the Warner School also regard internships as an important element of leadership preparation. Put simply, we believe that an effective internship experience can serve three purposes. First, an internship can enable candidates to better understand the duties and responsibilities that accompany leadership positions. Secondly, an internship provides numerous opportunities to utilize their coursework learnings in the performance of their internship duties supported by the mentoring of their site and University supervisors. Thirdly, an internship offers candidates an opportunity to test their personal commitment to the profession. The intent of this handbook is to serve as a guide for Warner School leadership students (hereafter referred to as candidates) and their field supervisors. Included within the handbook are descriptions of the following internship components: 1. Eligibility Requirements, 2. Application Process, 3. Internship Elements, and 4. Performance Assessment. The goal of this handbook is to provide a detailed view of processes and expectations, but it should not be considered as a comprehensive statement of our internship program. There certainly will be aspects of an internship that warrant additional guidance. In such instances, candidates should consult with Leadership Program faculty for assistance. 3 1 See Appendix A to review the NPBEA s Standards for Advanced Programs in Educational Leadership. 2 See Appendix B for a review of New York State s administrative certification requirements. 3 The authors would like to acknowledge the following resources used in the preparation of this handbook: Morgan, P. L., A. S. Gibbs, C. J. Hertzog, and V. Wylie (1997). The Educational Leader s Internship: Meeting New Standards. Lancaster, PA: Technomic Publishing Co. Capasso, R. L., J. C. Daresh (2001). The School Administrator Internship Handbook: Leading, Mentoring, and Participating in the Internship Program. Thousand Oaks, CA: Corwin Press, Inc.
Eligibility and Application Requirements Page 1 of 1 Eligibility and Application Requirements 1. Eligibility The Educational Leadership Program offers internships to candidates pursuing either the School Building Leader (S.B.L) certificate or the School District Leader (S.D.L) certificate or both (See Attachment B for certification requirements). To be eligible for an internship, a candidate must first meet each of the following requirements: A. The candidate must be enrolled in and have completed a substantial portion of a Warner School Leadership Program: New York State S.B.L Certification Program (i.e., 24-hour program), New York State S.D.L Certification Program (i.e., 27-hour program) M.S. in Administration with New York State S.B.L Certification, M.S. in Administration with New York State S.D.L Certification, Doctor of Education in Administration (Ed.D.) B. The candidate must have a B average or higher in Warner School leadership coursework. The chair of the Educational Leadership Program must approve any deviation from these requirements. C. Candidates are responsible for locating an appropriate internship site and identifying a field supervisor. They may conduct their internship in their own district or school, but are not required to do so. D. The Field Supervisor for the candidate must be a full-time administrator who holds an S.A.S, S.B.L, S.D.A. or S.D.L. certificate. E. Leadership Program faculty members are available to assist candidates in finding a site and field supervisor if necessary. 2. Application Process Eligible candidates apply for an internship by submitting an A. Application for Administrative Internship (Attachment C), B. Student Agreement Form (Attachment D), C. Statement of Acceptance for Internship in Educational Leadership (Attachment E) to their program advisor. D. Read the Internship Handbook E. Meet with University Advisor to discuss the parameters of the course
Internship Elements Page 1 of 4 Internship Elements New York State PART 80 requirements for SBL and SDL Certification require that within a registered program, the candidate must engage in leadership experiences in districts with students at various developmental levels and socioeconomic backgrounds culminating in a 15-week full time district level leadership experience supervised by a certified school district leader and program faculty (or a substantially equivalent leadership experience). National Policy Board for Educational Administration Standards for Advanced Programs in Educational Leadership Standard 1: Candidates who complete the program are educational leaders who have the knowledge and ability to promote success of all students by facilitating the development, articulation, implementation, and stewardship of a school vision of learning supported by the community. Standard 2: Students who complete the program are educational leaders who have the knowledge and the ability to promote the success of all students by promoting a positive school culture, providing an effective instructional program, applying the best practice to student learning, and designing comprehensive professional growth plans for staff. Standard 3: 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 4: 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 5: 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. Standard 6: 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. Standard 7: The internship provides significant opportunities for candidate to synthesize and apply the knowledge had practice and develop skills identified in Standards 1-6through substantial, sustained, standards based work in real settings, planned and guided cooperatively by the Institution and school district personnel for graduate credit.
Internship Elements Page 2 of 4 In order for an internship to be approved and successfully completed, it needs to include the following elements: 1. Planned and Guided Cooperatively: Each candidate will formulate an internship committee. The internship committee is comprised of (1) the candidate, (2) a Warner School supervisor, (3) a building-level field supervisor, and (4) a district-level field supervisor. The university supervisor must be an Educational Leadership Program faculty member. The building level field supervisor must be a full-time school-level administrator who holds an S.A.S or S.B.L. certificate. The district-level field supervisor must be a full-time districtlevel administrator who holds an S.D.A. or S.D.L. certificate. 2. Real-Setting Experience (Internship Site): The candidate will undertake the internship in a school and district setting. Students pursuing the S.B. L. certificate only will perform their field experience at both the building and district-level. Students pursuing their S.B. L. and S.D.L. certificates will perform their field experience at both the building and district-level. We require that candidates have building and district-level experiences because pursuant to New York State law, such will meet the internship requirements for both the SBL and SDL certificates. 1 It is most beneficial for candidates to conduct their internships during the regular school year, when students are in session. Those seeking summer internships must demonstrate to their internship committee that they will have substantial contact with students, teachers, and parents (e.g., serving as acting summer school principal). 3. Sustained: Candidates can conduct their internship on a full-time or part-time basis, with or without compensation. Internships are most often part-time and without compensation, although we encourage candidates to seek full-time, paid positions. The timeframe for both full-time and part-time internships should approximate a 15-week, full-time work experience. There is no upper limit to the number of hours for internships. It is unlikely, however, that an acceptable internship experience and its related activities would amount to less than 600 780 clock hours. 2 1 http://www.highered.nysed.gov/tcert/resteachers/memo120205.htm 2 Internship-related activities include any activity that is required of the candidate during the internship. The following are a few of many possible examples: working in a building, attending a board meeting, attending internship seminars, and writing up a weekly activity report (see below).
Internship Elements Page 3 of 4 QUESTION: How might a fully-employed candidate satisfy the 15-week full-time internship requirement? RESPONSE: Commissioner's Regulations require registered collegiate programs that lead to certification in educational leadership (School Building Leader and School District Leader) to include a 15-week full-time internship as an education leader. However, provision in the regulation is also made for institutions to accept equivalent alternatives to the full-time internship, such as working during summer school, after-hour assignments, or part of the school day when these assignments are comparable to the 15-week full-time internship. Such alternatives must be completed in chunks of no less than 3 hours per day with at least 15 hours/week. 4. Substantial and Standards Based: Given the changing nature of schooling, it is impossible to design an internship that prepares candidates for every possible situation that they might someday encounter. Nevertheless, field supervisors should provide and candidates should seek out meaningful activities that reflect the nature and scope of educational leadership. We recognize that leaders must often perform routine tasks, such as supervisory duties. However, candidates that limit themselves to such activities will be ill-prepared for their first leadership position. To help ensure that internships are comprised of a wide-range of meaningful activities, an Internship Plan is developed before any hours are logged. A plan is developed in collaboration with a candidate s internship committee and that plan documents the agreed upon activities that the candidate will perform. Each plan must include the following elements: (1) a brief description of each anticipated internship activity, (2) listing of the leadership standard that is exemplified by the activity, and (3) the type of evidence that will demonstrate that the candidate has performed the activity. Please see Attachment F for an internship plan template and Attachment G for examples of relevant activities for each standard. In addition, Attachment H is the Pre-Internship Self-Assessment form. Internship plans should provide opportunities to address those skills/competencies in which the candidate feels less than competent or that otherwise warrant attention.
Internship Elements Page 4 of 4 When completing the internship plan, candidates should keep the following points in mind: It may not be possible to address each and every one of the many Leadership sub-standards during an internship. Rather it is beneficial for candidates to pursue as many Leadership Standards and sub-standards as possible. Many internship activities encompass more than one of the standards and/or sub-standards. For example, allocating fiscal resources might be an example of those standards that deal with legal as well as ethical standards. It is possible that circumstances will prevent a candidate from completing all of the activities listed in the internship plan. It is probable that candidates will perform more activities than those listed on the initial internship plan. When a candidate anticipates that there will be substantial modifications to their internship plan, approval from their internship committee and a revised plan are required. 5. Seminars: Candidates are required to attend a series of seminars during their internship. Each seminar will include a guided discussion that offers candidates the opportunity to reflect on their internship experiences as well as the exploration of an important leadership issue. Seminar dates and times, topics, and an advance reading list will be posted on the Warner website. It is the candidates responsibility to complete the assigned reading and to attend no fewer than 2 seminars during their internship. (See Attachment O) 6. University Credit: Candidates will earn six credit hours for their internship. It is only in special circumstances that we will award more than 6 credit hours for an internship (e.g., full-time, yearlong internship). APPR Lingo here
Performance Assessment Page 1 of 4 Performance Assessment The purpose of the performance assessment component of the internship is for candidates to demonstrate that they: A. Understand the duties and responsibilities that accompany leadership positions, B. Are capable of performing their duties and fulfilling their responsibilities effectively when they assume leadership positions. In order to reach a conclusion regarding the candidate s ability to competently enter an administrative position, the University supervisor will consider: 1. The Field Supervisor s assessments and letter of recommendation 2. The quality of the candidate s reflections and observed interactions, and 3. The quality of the Learning Portfolio which will include the following sections: (1) Application and Internship documents: a) Updated Internship Plan. b) Signed documents; Application, Student Agreement, Statement of Acceptance for Internship (see Attachment F). (2) Weekly Activity Reports. Candidates are required to prepare an activity report for each week in which hors are logged (See Attachment K). The weekly activity report documents the nature and scope of both planned and unplanned internship activities and includes a reflection that connects the candidate s experience with the standards or provides an opportunity to express feelings, both positive and negative, in a confidential manner. These reflections are shared only with your university supervisor (3) Work Products. Throughout their internships, candidates will likely produce documents such as strategic plans, program evaluations, student handbooks, competitive bids, purchase orders, letters to parents, program flyers, teacher evaluations, and cost-analyses. Candidates should include those work products that illustrate significant professional learning and illustrate their successful work within a particular Leadership Standard( providing cross-references to the weekly activity report that describes the activity that produced each product.) (4) Evidence of Seminar Participation. At the close of each seminar, presenters will ask candidates to complete an assignment that demonstrates their understanding of the topic. These may be structured reflections, as when the instructor asks candidates to respond to a particular question or quote or unstructured free form) reflections. Candidates should include the assignments in this section.
Performance Assessment Page 2 of 4 (5) Internship Evaluation Reports. It is important to candidates professional development that field supervisors provide on-going formative assessment and also document the candidate s performance. The field supervisor will complete at least two Internship Evaluation Reports (see Attachment L) and discuss their responses with the candidate--one at the internship s halfway point and another at its end. The report items correspond to National Policy Board for Educational Administration Leadership Standards. It is anticipated that some of the items will not have been observed and therefore cannot be completed.) (6) University Contact Reports. No less than three times during each semester of the internship, the University Supervisor and Field Supervisor will meet with the candidate to discuss his/her performance. The University Supervisor will document these meetings using the University Contact Report (see Attachment M) and debrief each such meeting with the candidate. (7) Summary Letter. At the close of the internship, the field supervisor will write a summary letter to the University Supervisor that offers their assessment of the candidate s leadership abilities. The letter should be more than a generalized statement of the intern s accomplishments. Instead, it should comment directly on the candidate s ability to effectively steward a school or district. As an example, the summary letter can take the form of a mock recommendation letter to a prospective employer. It is the candidate s responsibility to request the letter and include it in the portfolio. (8) Scholarly connections. A paper in which the candidate makes the argument that s/he has successfully worked within each of the Standards. In 1-2 pages per standard, the candidate will provide a description of the activity that stimulated a significant learning, and thus included in the portfolio, and connects the experience to coursework material (using appropriate APA citations). (9) Other Supporting Material. As chosen by the candidate. In addition to these formal evaluation requirements, candidates should seek continuous, timely feedback from their field supervisor regarding their performance. Such feedback, for example, could follow participation in a committee meeting, parent conference, or staff evaluation. In these instances, the field supervisor would provide the following information: (1) the extent to which your actions furthered the desired outcomes in the situation, (2) the appropriateness of your chosen behaviors/comments/ documents, and (3) potential alternative strategies that would have improved the outcome. As you know, such formative feedback is essential to learning.
Performance Assessment Page 3 of 4 After reviewing the all of the information, in accordance with Warner School Policy, the University Supervisor will assign the candidate either a grade of satisfactory/pass or unsatisfactory/fail. The University Supervisor will use the following rubric to determine a grade. Internship Grading Rubric Satisfactory/Pass Organization The Portfolio is (1) complete (i.e., includes all required material), (2) wellorganized, neat, and professional, and (3) demonstrates writing ability (e.g., clarity and uses correct spelling, grammar, and punctuation). Sustained The portfolio demonstrates that the candidate devoted approximately (1) 20 weeks or more and (2) 15 hours or more per week to internship related activities. Substantial and Standards- Based The portfolio demonstrates that the candidate performed activities encompassed by four or more NPBEA Standards. Seminars The portfolio demonstrates that the candidate attended the seminars and satisfactorily completed any related assignments. Weekly Activities Report The candidate s personal reflections address professional growth and reflect transfer of classwork learning to the field. Unsatisfactory/Fail The Portfolio is not (1) complete (i.e., includes all required material), (2) wellorganized, neat, and professional, or (3) demonstrate writing ability (e.g., clarity and uses correct spelling, grammar, and punctuation). The portfolio demonstrates that the candidate did not devote approximately (1) 20 weeks or more and (2) 15 hours or more per week to internship related activities. The portfolio demonstrates that the candidate did not perform activities that encompass four or more NPBEA Standards. The portfolio demonstrates that the candidate did not attend the seminars or satisfactorily complete related assignments. The candidate s personal reflections lack insight into self as a professional leader.
Performance Assessment Page 4 of 4 Satisfactory/Pass Unsatisfactory/Fail Internship Evaluation Report The candidate performed at the competent level on their final Internship Evaluation Report. In sum, the candidate performed below the competent level on their final Internship Evaluation Report. Summary Letter The Summary Letter offers evidence that the Field Supervisor believes that the candidate can effectively undertake a leadership position. The Summary Letter does not offer evidence that the Field Supervisor believes that the candidate can effectively undertake a leadership position. Summary Satisfactory/Pass Unsatisfactory/Fail Score Deviations from this rubric must be approved by the Leadership Program Chair.
Internship Course Evaluation Page 1 of 1 Internship Course Evaluation The Warner School is committed to a course evaluation process that will guide programs toward the highest standards of academic excellence. Accordingly, we request that candidates submit a course evaluation form to the Dean s Office at the close of their internship (see Attachment N). Field Supervisors will not receive copies of the evaluations. University Supervisors will not receive copies of the original evaluations. Instead, they will receive only copies of student responses to the quantitative questions and word-processed transcriptions of narrative responses. Both quantitative and transcribed narrative responses will not be returned to university supervisors until well after the internship has concluded and a grade has been submitted. Copies of the evaluation will be distributed to the Program Chair. The original evaluation form will be kept in a confidential file in the Dean s Office. If you have questions about the course evaluation process, please contact the Director of School Leadership Preparation Program, Mary Rapp at mrapp@warner.rochester.edu or 585-275-8361, or the Educational Leadership Department Chair, Andrew Wall at afwall@warner.rochester.edu or 585-275-8039.
NPBEA Standards for Advanced Programs Page 1 of 1 Attachment A National Policy Board for Educational Administration Standards for Advanced Programs in Educational Leadership Standard 1: Candidates who complete the program are educational leaders who have the knowledge and ability to promote success of all students by facilitating the development, articulation, implementation, and stewardship of a school vision of learning supported by the community. Standard 2: Students who complete the program are educational leaders who have the knowledge and the ability to promote the success of all students by promoting a positive school culture, providing an effective instructional program, applying the best practice to student learning, and designing comprehensive professional growth plans for staff. Standard 3: 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 4: 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 5: 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. Standard 6: 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. Standard 7: The internship provides significant opportunities for candidates to synthesize and apply the knowledge and practice and develop the skills identified in Standards 1-6 through substantial, sustained, standards-based work in real settings, planned and guided cooperatively by the institution and school district personnel for graduate credit.
NYS Certification Requirements Page 1 of 1 Attachment B New York State Certification Requirements School Building Leader (S.B.L.) School District Level (S.D.L.) Requirements for Certification as a School Building Leader (SBL) or School District Leader (SDL) Requirements for initial certification as a School Building Leader (SBL): Hold a Baccalaureate degree; Have at least 3 years experience teaching or in other pupil services; Complete a School Building Leader program; Engage in leadership experiences in a variety of settings, including a 15- week full-time school building leadership experience (or an equivalent experience); Hold a Master s degree upon program completion; Pass a New York State School Building Leader Assessment; and Complete 175 hours of professional development within every 5-year period to maintain certification. Note: Initial certificates are valid for 5 years. In order to obtain a professional certificate, candidates must have at least three years of additional schoolbased experience including at least one year as a school building leader. Requirements for professional certification as a School District Leader (SDL): Hold a Baccalaureate degree; Have at least 3 years experience teaching or in other pupil services; Complete a School District Leader program; Have earned at least 60 semester hours of graduate credit; Engage in leadership experiences in a variety of settings, including a 15- week full-time school building leadership experience (or an equivalent experience); Hold a Master s degree upon program completion; Pass a New York State School District Leader Assessment; and Complete 175 hours of professional development within every 5-year period to maintain certification.
Application for Administrative Internship Page 1 of 2 Attachment C Application for Administrative Internship Date: Name: Home Address: Home Phone: E-mail Address: Bldg. / School Name: District: Current Position: Total Years Teaching Experience (does not include time as substitute): years Career Goal: List Warner School leadership courses completed: Course Name and Number Semester Taken Course Grade List Warner School leadership courses in which you are currently enrolled: Course Name and Number Semester Expected Grade
Application for Administrative Internship Page 2 of 2 Bldg. / School Name: District: School Address: Field Supervisor s Name: Field Supervisor s Title: Field Supervisor s Phone: Field Supervisor s E-mail Address: Tentative Internship Time Frame (e.g., September to January): Tentative Internship Schedule: Monday: Tuesday: Wednesday: Thursday: Friday: Weekends: Times available for visitations: Candidate s Signature: Warner School Advisor s Name: Warner School Advisor s Signature: For a Microsoft Word version of this document, copy this link into your browser: http://www.warner.rochester.edu/files/support/internship/administrators/el.adminint.applicfora dminintshp.doc Last updated 2/18/2013
Student Agreement Form Page 1 of 1 Attachment D Student Agreement Form I recognize that during the internship I am subject to the rules, regulations and policies of the Warner School and the (School District Name) I will not adversely affect the image of either the Warner School or (School District Name) I agree that if my field supervisor deems my behavior improper I will be withdrawn from the internship and a grade of Unsatisfactory (U) assigned. I understand that failure to abide by the policies and procedures of the internship will result in termination of the internship and a grade of Unsatisfactory (U) assigned. I further agree that I will maintain the confidentiality of records and internal matters at all times. Finally, I have read and understand the Standards for Educational Leadership promulgated by the National Policy Board for Educational Administration and will strive to meet their demands throughout the internship. Candidate Name: Candidate Signature: School or District Field Supervisor s Signature: Warner School Internship Supervisor s Signature: Date: Date: Date: For a Microsoft Word version of this document, copy this link into your browser: http://www.warner.rochester.edu/files/support/internship/administrators/el.adminint.studentagr eementform.doc Last updated 2/18/2013
Statement of Acceptance Page 1 of 1 Attachment E Statement of Acceptance for Internship in Educational Leadership I hereby approve (student name) for an internship during, and agree to assist with his/her field experiences. I understand that the internship should involve a variety of leadership experiences as detailed by the National Policy Board for Educational Administrations (NPBEA) Standards for Advanced Programs in Educational Leadership and I will strive to provide a meaningful internship experience in accordance with these standards. School or District Name: Field Supervisor s Name (print): Field Supervisor s Signature: Date: Degrees: Professional Certification(s): For a Microsoft Word version of this document, copy this link into your browser: http://www.warner.rochester.edu/files/support/internship/administrators/el.adminint.statement OfAcceptance.doc Last updated 2/18/2013
Internship Plan Template Page 1 of 1 Candidate Name (Please Print): Attachment F Sample Internship Plan Template # Activity Standards 1. Example: Candidate will develop a strategic plan 1.0, 2.0, to address student diversity issues. 4.0 2. Example: Candidate will conduct a visioning workshop for central office staff focusing on ways to promote the success of all students 3. Example: Candidate will conduct a cost-analysis of an instructional program. 4 Example: Candidate will develop and present a plan recommending alignment of social service agencies with school improvement needs. 5. Example: Candidate will lead a discussion concerning compliance with professional codes of ethics. 6. Example: Candidate will identify the most frequent legal issues facing a school and write a report suggesting ways to remedy such instances. 7. Example: Candidate will identify school practices that reflect cultural biases and present recommendations of ways to improve those practices. 8. Example: The candidate will design a school improvement plan and outline the strategies necessary for its implementation. Performance Evidence Strategic Plan 1.0 Workshop Materials 3.0 Cost-analysis Report 4.0 Improvement Plan 5.0 Presentation Materials 6.0 Legal- Analysis Report 1.0, 2.0, 3.0, 4.0, 5.0, 6.0 2.0, 3.0, 4.0 Improvement Plan and Presentation Materials Improvement Plan Activity Completed Candidate s Signature: Date: Field Supervisor s Signature: Date: University Supervisor s Signature: Date: For a Microsoft Word version of this document, copy this link into your browser: http://www.warner.rochester.edu/files/support/internship/administrators/el.adminint.intshpplant emplate.doc Last updated 2/18/2013
NPBEA Standards - Illustrative Internship Activities Page 1 of 15 Attachment G NPBEA Standards with Illustrative Internship Activities 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. 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 schoolcommunity 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. Examples of Relevant Activities for Building Level Internship: Standard Element 1.1 Develop a Vision 1.2 Articulate a Vision 1.3 Implement a Vision Activity Candidate develops a vision of learning for the school that promotes the success of all students. Candidate bases this vision on relevant knowledge and theories. Candidate demonstrates the ability to articulate the vision s components and the leadership skills necessary to implement and support the vision. Candidate understands how data that focus on student learning inform the development of the vision (e.g., student assessment results, student and family demographic data, and analyses of community needs). Candidate demonstrates the ability to communicate the vision to staff, parents, students, and community members. Candidate formulates initiatives necessary to motivate staff, students, and families to achieve the vision. Candidate develops a plan for implementing the vision.
NPBEA Standards - Illustrative Internship Activities Page 2 of 15 1.4 Steward a Vision 1.5 Promote Community Involvement In the Vision Candidate demonstrates an understanding of the role that effective communication skills play in building a shared commitment to the vision. Candidate designs or uses data to regularly, monitor, evaluate, and revise the vision. Candidate assumes stewardship of the vision. Candidate develops plans to involve community members in the realization of the vision and in related school improvement efforts. Candidate demonstrates the skills needed to communicate effectively with stakeholders about the implementation of the vision Examples of Relevant Activities for District Level Internship: Standard Element 1.1 Develop a Vision 1.2 Articulate a Vision 1.3 Implement a Vision 1.4 Steward a Vision Activity Candidate demonstrates the skills needed to work with a board of education to facilitate the development of a district vision that promotes the success of all students. Candidate bases the vision on knowledge ant theories applicable to school-level leaders. Candidate uses relevant data to create a vision that takes into account the diversity of learners in the district. Candidate demonstrates knowledge of ways to use a district's vision to mobilize additional resources to support the vision. Candidate demonstrates the ability to articulate the vision s components and the leadership skills necessary to implement and support the vision. Candidate understands how data that focus on student learning inform the development of the vision (e.g., student assessment results, student and family demographic data, and analyses of community needs). Candidate demonstrates the ability to communicate the vision to the school board, staff, parents, students, and community members. Candidate demonstrates the ability to plan programs to motivate staff, students, and families to achieve the district s vision. Candidate designs research-based processes to effectively implement the district s vision. Candidate demonstrates the ability to align and, as necessary redesign administrative policies and practices required for full implementation of the district s vision. Candidate uses data to regularly, monitor, evaluate, and revise the vision.
NPBEA Standards - Illustrative Internship Activities Page 3 of 15 Standard Element 1.5 Promote Community Involvement In the Vision Activity Candidate demonstrates the skills needed to communicate effectively with stakeholders about the implementation of the vision 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. Narrative Explanation: This standard addresses the need for educational leaders to position teaching and learning at the focal point of schools. It emphasizes 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.
NPBEA Standards - Illustrative Internship Activities Page 4 of 15 Examples of Relevant Activities for Building Level Internship: Standard Element 2.1 Promote Positive School Culture 2.2 Provide Effective Instructional Program 2.3 Apply Best Practice to Student Learning 2.4 Design Comprehensive Professional Growth Plans Activity Candidate assesses school culture and implements strategies that address diversity (e.g., language, disability, gender, race, and socioeconomic status) to improve programs and climate. Candidate facilitates activities that apply principles of effective instruction to improve instructional practices and curricular materials. Candidate develops a school profile in order to make recommendations regarding the design, implementation, and evaluation of a curriculum. Candidate uses or promotes technology and information systems to enrich curriculum and instruction, Candidate uses technology to monitor instructional practices and provide staff the assistance needed for improvement. Candidate assists school personnel in understanding and applying best practices for student learning. Candidate applies human development theory, proven learning and motivational theories, and concern for diversity to the learning process. Candidates demonstrate an understanding of how to use appropriate research strategies to profile student performance in a school and analyze possible differences among subgroups of students to promote an environment for improved student achievement. Candidate designs a well-planned professional development program consistent with the school s vision. Candidate uses observations, collaborative reflection, and adult learning strategies to create professional development plans for teachers or other school personnel.
NPBEA Standards - Illustrative Internship Activities Page 5 of 15 Examples of Relevant Activities for District Level Internship: Standard Element 2.1 Promote Positive School Culture 2.2 Provide Effective Instructional Program 2.3 Apply Best Practice to Student Learning 2.4 Design Comprehensi ve Professional Growth Plans Activity Candidate assesses school culture and implements strategies that address diversity (e.g., language, disability, gender, race, and socioeconomic status) to improve programs and climate. Candidate demonstrates an understanding of a variety of instructional research methodologies and can analyze the comparable strengths and weaknesses of each method. Candidate uses qualitative or quantitative data, appropriate research methods, technology, and information systems to develop a long-range plan for the district that assesses the district's improvement and accountability systems. Candidate demonstrates the ability to use and promote technology and information systems to enrich the district s curriculum and instruction, monitor instructional practices, or provide assistance to administrators who have needs for improvement. Candidate demonstrates the ability to allocate and justify resources to sustain the instructional program. Candidate demonstrates the ability to facilitate and engage in activities that use best practices and sound educational research to improve instructional programs. Candidate demonstrates the ability to assist school and district personnel in understanding and applying best practices for student learning. Candidate understands and applies human development theories, learning theories, motivational theories, and concern for diversity to the learning process. Candidate uses appropriate research strategies to profile student performance in the district and analyze differences among subgroups. Candidate demonstrate knowledge of adult learning strategies and the ability to apply technology and research to professional development design focusing on authentic problems and tasks, mentoring, coaching, conferencing, and other techniques that promote new knowledge and skills in the workplace. Candidate demonstrates the ability to use observations and collaborative reflection to create professional development plans for district and school personnel.
NPBEA Standards - Illustrative Internship Activities Page 6 of 15 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. 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, 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.
NPBEA Standards - Illustrative Internship Activities Page 7 of 15 Examples of Relevant Activities for Building Level Internship: Standard Element 3.1 Manage the Organization 3.2 Manage Operations 3.3 Manage Resources Activity Candidate demonstrates the ability to optimize the learning environment for all students by applying appropriate models and principles of organizational development and management, including research and data driven decisionmaking with attention to indicators of equity, effectiveness, and efficiency. Candidate develops an action plan for focusing on the effective organization and management of fiscal, human, and material resources, giving priority to student learning, safety, curriculum, and instruction. Candidate demonstrates the ability to manage time effectively. Candidate demonstrates the ability to deploy financial and human resources in ways that promote student achievement. Candidate creates a plan using needs assessment or researchbased data to align resources with the school s vision. Candidate develops a communications plan for staff that includes opportunities for staff to develop their family and community collaboration skills. Candidate demonstrates how to apply legal principles to promote educational equity and provide a safe, effective, and efficient facilities. Candidate uses problem-solving skills and knowledge of strategic, long-range, operational planning to align resources with teaching and learning. Candidate creatively seeks new resources to facilitate learning. Candidate uses technology for school management, business procedures, and scheduling.
NPBEA Standards - Illustrative Internship Activities Page 8 of 15 Examples of Relevant Activities for District Level Internship: Standard Element 3.1 Manage the Organization 3.2 Manage Operations 3.3 Manage Resources Activity Candidate demonstrates the ability to use research on learning, teaching, student development, organizational development, and data management to optimize learning for all students. Candidate demonstrates an understanding of district budgeting processes and fiduciary responsibilities. Candidate demonstrates the ability to manage time effectively Candidate demonstrates the ability to deploy financial and human resources in a way that promotes student achievement. Candidates demonstrate the ability to organize the district based on indicators of equity, effectiveness, and efficiency. Candidate demonstrates an understanding of how to apply legal principles to promote educational equity and provide a safe, effective, and efficient facilities. Candidate creates a plan for involving stakeholders in aligning resources and priorities to maximize ownership and accountability. Candidate uses needs assessment to align resources with the district s vision. Candidate develops an effective and interactive staff communication plan for integrating the district's schools and divisions. Candidate develops a plan to promote and support community collaboration among district personnel. Candidate uses problem-solving skills and knowledge of strategic, long-range, operational planning to align resources with teaching and learning. Candidate creatively seeks new resources to facilitate learning. Candidate applies an understanding of school district finance structures to ensure that adequate financial resources are allocated equitably across the district. Candidate uses technology for school management, business procedures, and scheduling.
NPBEA Standards - Illustrative Internship Activities Page 9 of 15 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. 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 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 exceptional 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.