INTERNSHIP GUIDELINES
FOR MASTER’S DEGREE
IN
EDUCATIONAL LEADERSHIP
Department of Educational Leadership and Technology
College of Education and Human Development
Southeastern Louisiana University
May 2007
SOUTHEASTERN LOUISIANA UNIVERSITY
DEPARTMENT OF EDUCATIONAL LEADERSHIP AND TECHNOLOGY
GENERAL GUIDELINES FOR EDL INTERNSHIP
Revised: May 2007
The Internship in Southeastern Louisiana University’s master’s
degree program in
educational leadership is designed to meet the six standards of
the Educational
Leadership Constituent Council (ELCC) relating to candidate
proficiencies. Standards
will be posted on course Blackboard site for candidate downloading
and printing.
I. General Components of Southeastern’s Internship:
•
The Internship consists of a minimum of 300 hours. The Internship
hours are
distributed throughout the program’s six seminars, with a minimum
of 150 hours
completed during Seminars I through V (approximately 30 hours per
seminar) and
a minimum of 150 hours completed during Seminar VI.
•
Internship hours must include a minimum of 30 hours completed in
settings
different, with respect to grade level and socio-economic factors,
from those in
which the candidate normally works. The minimum of 30 hours must
include
experiences in the two grade-level settings that are different
from the candidate’s
own. (Example: If the candidate is a middle school teacher, the 30
hours must
involve activities in an elementary school and a high school.)
•
The university supervisor will meet with the candidate and
mentor-of-record
(hereafter referred to as “mentor”) to develop and approve the
activities to be
completed during the Culminating Internship (Seminar VI).
•
After the Culminating Internship commences, the university
supervisor will
maintain contact with the candidate and mentor. Additional
meetings will be held
as needed.
II. Activities for Seminars I through V (“Content-based
activities”)
•
Minimum of 150 hours
•
Activities are predominantly observational (e.g., shadow an
administrator) or
participatory (serve as a member of a committee or team) oriented.
•
Activities are structured by the individual seminar instructors
and include specific
guidelines for successful completion.
•
It is anticipated that these activities will cover ELCC Standards
I through VI.
III. Activities for Seminar VI (“Culminating Internship”)
•
Minimum of 150 hours
•
Activities are predominantly participatory (e.g., serve as a
member of a
committee or team) and leadership (e.g., design a professional
development plan
for a teacher) in nature.
•
The activities, some structured and others unstructured, will be
agreed upon by
the university supervisor, intern, and mentor.
•
The Culminating Internship must include a minimum of two
structured activities,
one of which must be leadership in nature.
•
A structured activity can be compared to a project and should
extend over a
period of time (e.g., developing and implementing a workshop for
substitute
teachers), or it might involve the completion of a specific task
(e.g., reviewing
student handbook and making recommendations for revisions).
•
An unstructured
activity is more short-term and spontaneous (e.g., sitting in on
an interview for a teacher candidate). It might also be a general
activity in which
multiple tasks will be completed, but the specific nature of the
tasks is unknown
and would likely differ based on the intern and setting (e.g.,
oversee a summer
school program).
•
An analysis of the intern’s proficiencies in Seminars I through V
will be taken
into consideration when determining which activities would be most
appropriate
for the Culminating Internship.
•
All Internship activities (Content-based and Culminating) must be
documented
through PASS-PORT. The report will include, at the minimum, the
(a) number of
hours, (b) level of setting, and (c) type of activity.
•
For unstructured activities during the Culminating Internship, log
entries must be
made daily.
IV. Early Completion of Culminating Internship Hours
•
Recognizing the need for flexibility in the completion of
Internship activities,
interns may complete up to 75 Culminating Internship hours prior
to their final
semester. Because the activities involved in the Culminating
Internship are at the
participatory and leadership levels, Culminating Internship
activities may not be
completed prior to the completion of Seminar IV.
STEPS IN COMPLETING THE INTERNSHIP
1.
Interns will complete the Pre-Internship Self-Assessment Form (pp.
6-9). A
copy of the Self-Assessment Form will be given to the university
supervisor and
the mentor at least one week prior to the Culminating Internship
semester.
2.
Interns will meet with the mentor to set up the minimum of two
structured
participatory and leadership activities to be completed during the
semester. The
activities should be based upon information provided on the
Pre-Internship Self-
Assessment Form. The Potential Fieldwork Activities List (pp.
10-19) can serve
as a springboard for discussion in choosing appropriate activities
that will help the
intern acquire or further develop skills. Immediately following
this meeting,
interns are responsible for completing the Internship Agreement
(p. 20),
securing the signature of the mentor, and immediately providing a
copy to the
university supervisor.
3.
Shortly after receiving the Internship Agreement from the intern,
the university
supervisor will meet with the mentor to discuss the suggested
activities.
Modifications may be made at this time. The intern will be
notified of any
substantive changes in the Internship Agreement.
4.
Immediately upon completing a structured activity, interns will
upload the
pertinent information into PASS-PORT, making sure to indicate the
ELCC
Standards met and providing information in the Fieldwork Journal
box. The
Fieldwork Journal box should include a minimum of two paragraphs:
a) General
description of the activity, and b) reflection on the activity.
Any artifacts related
to the activity should also be uploaded into PASS-PORT. Notify
university
supervisor by email as soon as you have uploaded a new structured
activity entry.
5.
In addition to uploading information into PASS-PORT, interns must
complete a
Fieldwork Reporting Form (pp. 21-22) for each structured activity.
These
should be sent to the university supervisor upon completion of
each structured
activity.
6.
NOTE: Interns should make PASS-PORT entries daily, since even
unstructured
activities, and the hours associated with them, need to be
reported.
7.
Prior to finals week, interns will turn in three (3) copies (on
CDs) of their
electronic portfolios. (See p. 5)
8.
Upon completion of the Internship, the intern will complete the
Student
Evaluation of Internship Experience (pp. 23-24) and send it to the
university
supervisor.
9.
Additionally, interns should give the mentor a copy of the Intern
Evaluation
Form (pp. 25-28). The mentor should complete the form, sign it,
and send it to
the university supervisor during finals week.
10. IMPORTANT: All interns should check the course Blackboard site
at least
every other day to check for any important announcements (e.g.,
group seminars,
deadlines, etc.). All documents in the Appendix will be loaded
onto the course
Blackboard site for intern access.
THE ELECTRONIC PORTFOLIO PRESENTATION
The culminating activity for the Capstone Internship and the
program is the electronic
portfolio defense. The final electronic portfolio will be
contained on a CD and must
include a self-reflection presentation in which the candidate
defends his/her final
Standards Proficiency Assessment. The electronic portfolio is the
intern’s chance to put
his/her “best foot forward” and to demonstrate content learned and
skills acquired during
the entire master’s degree program.
Specific requirements:
1.
Candidates will meet with their portfolio defense committee.
Candidates will
receive additional information regarding the format of the meeting
during their
final semester.
2.
Four copies of the electronic portfolio, burned onto CDs, must be
turned in to the
intern’s university supervisor no later than two weeks before the
scheduled date of
defense. The four copies will be distributed by the intern’s
university supervisor
to the candidate’s defense committee for review.
3.
The portfolio must contain a slide presentation with an embedded
audio narration
by the intern. The audio portion will verbally guide the viewer
through the slide
presentation, as if the intern were actually presenting in person.
4.
The format of the presentation should take ELCC Standards 1 – 6 in
order and
should provide information documenting to what extent each
standard was met
and through what activities. Examples of artifacts, if feasible,
should also be
included on the CD.
5.
The portfolio defense committee will consist of a minimum of four
(4) members.
It is recommended that the committee consist of two (2) content
area faculty, one
(1) research methodologist, and one (1) non-voting district
member. The defense
of the portfolio will constitute the final Standards Proficiency
Assessment by the
faculty.
6.
Interns will be notified upon completion of their meeting with the
defense
committee of the results of their portfolio defense.
6
PRE-INTERNSHIP SELF-ASSESSMENT FORM
Student’s Name _________________________________________
Directions: Candidates who are ready to begin the internship must
complete this form. Copies of
the completed form should be given to the candidate’s
mentor-of-record and the university
supervisor.
Reflect on the knowledge, skills, and dispositions to which you’ve
been exposed during your
course work and field experiences. Then, using the rubric, place a
check mark in the box that is
most appropriate for indicating your level of competency. Also
complete the remaining pages
relating to the ELCC Standards.
Criteria To Be Evaluated Excellent Somewhat
Proficient
Needs
Further
Development
Techniques for motivating staff
Stress tolerance
Written communication
Public speaking ability
Familiarity with school management techniques
Teacher observation techniques
Meeting the needs of diverse learners, including special needs
populations
Legal issues related to education
Knowledge of how to generate community involvement
Management skills for leading a school
Financial and budgetary considerations
Staff development techniques
Curriculum development
Evaluating staff (including classified staff)
Instructional methods
Use of technology as a leadership tool
Facilitating a vision
Shaping the school’s climate and culture
7
Standard I Excellent Somewhat Needs Further
Proficient Development
Develops a vision; articulates a vision; implements a vision;
stewards
a vision; promotes community involvement in the vision.
Briefly list the activity(ies) from Seminars I-V that related to
this standard.
Indicate for each activity which type of setting was used for the
activity.
Elem Middle H.S.
Standard II Excellent Somewhat Needs Further
Proficient Development
Promotes positive school culture; provides effective instructional
program; applies best practices to student learning; designs
comprehensive professional growth plans.
Briefly list the activity(ies) from Seminars I-V that related to
this standard.
Indicate for each activity which type of setting was used for the
activity.
Elem Middle H.S.
8
Standard III Excellent Somewhat Needs Further
Proficient Development
Manages the organization; manages operations; manages resources.
Briefly list the activity(ies) from Seminars I-V that related to
this standard.
Indicate for each activity which type of setting was used for the
activity.
Elem Middle H.S.
Standard IV Excellent Somewhat Needs Further
Proficient Development
Collaborates with families and other community members; responds
to diverse community interests and needs; mobilizes community
resources.
Briefly list the activity(ies) from Seminars I-V that related to
this standard.
Indicate for each activity which type of setting was used for the
activity.
Elem Middle H.S.
9
Standard V Excellent Somewhat Needs Further
Proficient Development
Acts with integrity; acts fairly; acts ethically.
Briefly list the activity(ies) from Seminars I-V that related to
this standard.
Indicate for each activity which type of setting was used for the
activity.
Elem Middle H.S.
Standard VI Excellent Somewhat Needs Further
Proficient Development
Understands the larger context; responds to the larger context;
influences the larger context.
Briefly list the activity(ies) from Seminars I-V that related to
this standard.
Indicate for each activity which type of setting was used for the
activity.
Elem Middle H.S.
POTENTIAL FIELDWORK ACTIVITIES LIST
1.
Attendance and Pupil Welfare
a.
Issue readmission permits to pupils returning to school after an
absence.
b.
Assist with pupil attendance reports.
c.
Collect and explain the forms and reports used by the school
attendance
office.
d.
Examine and check teacher attendance reports.
e.
Telephone pupil residences to determine reasons for absence.
f.
Make case studies of selected instances of truancy.
g.
Work with the school program of controlling tardiness and absence.
h.
Follow through on selected pupil cases where welfare work is
needed.
i.
Assist with the program of the administration of work permits.
j.
Evaluate effectiveness of present system of attendance accounting
and
suggest improvements.
2.
Classified Staff Assignments
a.
Develop or improve the list of job functions for one or more
clerical-type
positions.
b.
Review the number of clerical positions maintained, note the
position to
which each clerk is responsible, and consider the general adequacy
of the
amount of clerical service provided.
c.
Direct the work of a member of the clerical staff.
d.
Report on the amount of building floor area assigned to each
member of
the custodian staff and compare with acceptable standards for work
loads.
e.
Secure and evaluate the list of job functions and frequency of
performance
of each function assigned to custodians.
f
Inspect the school plant for cleanliness and sanitation standards.
g.Establish a schedule for custodial service at after-school
functions and
regular work day.
3.
Counseling and Guidance
a.
Assist directly in the school counseling program.
b.
Review and evaluate the school program of counseling and guidance
as it
actually operates and relates to problems of discipline.
c.
Assist with the pupil orientation program.
d.
Review and evaluate the school program of developing and using
pupil
records.
e.
Issue pupil transfers and/or transcripts.
f.
Handle the program of admission of pupils transferred from other
schools.
g.
Assist with the school program of aptitude or achievement testing.
h.
Determine causes of pupil drop-outs.
i.
Conduct a pupil follow-up study.
j.
Work with the school psychologist on pupil case studies.
k.
Attend some principal-parent conferences.
4.
Extra-Class Activity Management
a.
Attend meetings of the student council and assist the advisor of
this group.
b.
Assist with the organization and management of a major athletic
contest.
c.
Assist with the management of the insurance program for
participants in
athletics.
d.
Attend a meeting of the school representatives of the local league
in the
state interscholastic athletic association.
e
Assist the advisor of some major student activity group or with
the
organization and management of a major pupil activity or event.
f.
Assist with the management of student body funds.
g.
Review the policies and various forms used in the handling of
student
body funds and recommend improvements.
h.
Review and evaluate the school policies dealing with
extra-curricular
activities.
5.
Food Services
a.
Evaluate the degree to which sound nutritional practices are
achieved by
pupils using the school food-service facilities.
b.
Assist with the promotion of sound nutritional practices by
pupils.
c.
Determine and describe school-level responsibilities for the food
service
program as compared with district-level responsibilities.
d.
Look into the coordination between food services provided by the
district
and those provided by the student body. Make recommendations for
improvement.
6.
Health Services
a.
Describe the school program of health services.
b.Assist with the organizing and conducting of health services.
c.
Act as a general assistant to the school nurse for a limited
period of time.
d.
Assist with the planning and conducting of a pupil immunization
program.
e.
Become familiar with the pupil health records used, and assist
with the
work involved.
f.
Determine the school program for rendering first aid, and evaluate
its
adequacy.
g.
Review and evaluate the overall program of school health services.
7.
Publications, Reports, and Communications
a.
Develop or revise the school faculty handbook.
b.
Develop or revise the school pupil handbook.
c. Assist in the preparation of special reports on a phase of the
school
program for presentation to the principal, the superintendent, or
the
governing board.
d.
Develop or revise a list of school policies governing a phase of
the school
program.
e.
Assist in the preparation of one or more regular monthly or annual
reports
used by the school or district.
f.
Assist with the writing of special communications to staff members
or to
parents.
8.
School Community Relations
a.
Prepare news releases for significant aspects of the regular
school
program.
b.
Handle the publicity for the series of community or parent
meetings.
c.
Handle the publicity for a major school special event.
d
Participate with a faculty group meeting or committee, or with the
handling of a classified staff meeting dealing with the fostering
of sound
school-community relations.
e. Represent the school in a community organization.
f.
Make a compilation of strengths and weaknesses of the school as
reported
by staff members from their conversations with parents and
citizens.
g. Prepare bulletins and/or reports on the work and accomplishments
of the
school for delivery to parents and citizens.
h.
Prepare or assist with the production of a school media event.
I.
Speak on school affairs before a citizen group.
j.
Assist with a school election publicity campaign.
k.
Assist in the preparation of displays of pupil work at some type
of
exhibition site.
l.
Assist with the plans and management of a parent visiting day or
back-toschool
night.
9.
School Community Advisory Council
a.
Aid in the establishment of regular meetings of the school's
Community
Advisory Council.
b.
Prepare a letter to newly elected advisory council members from
the
chairperson welcoming them to the council; establish an
orientation
program for these new members.
c.
Participate in the decision-making process through involvement in
the
assessment of educational needs, the establishment of priorities,
the
planning of the educational program and budget resources for it,
the
definition of goals, and the evaluation of the school and its
academic
effectiveness.
d.
Facilitate school communication with parents and community.
e.
Inform and advise school staff regarding community conditions,
aspirations, and goals.
f.
Assist in providing support to parents, teachers, students, and
community
for school programs.
g.
Develop school-community advisory council questionnaire for
measurement and evaluation.
10.
Pupil Discipline
a.
Under the direction of the principal or vice-principal, assist
with the
handling of a number of serious pupil behavior problems.
b.
Serve on a school committee dealing with severe pupil adjustment
problems.
c.
Evaluate the school's discipline program by recommending a new
discipline technique.
d.
Review and evaluate the school policies dealing with pupil
discipline and
citizenship.
e.
Work directly with a phase of the school discipline program as,
for
example, a merit or demerit plan, the use of a student court, the
conduct of
parent conferences, the use of written cumulative discipline
records, the
handling of suspension and expulsion of pupils.
f.
Determine to what extent pupils with adjustment problems are
permitted
to transfer to other schools. How successful is the program?
g.
Identify the working relationship between administrators and
counselors in
this area.
11.
School Management
a.
Assist with school-level responsibilities in the use of the school
as a
community education center.
b.
Assist with the preparation and administration of the school-level
budget.
c.
Assist with the management of textbooks.
d.
Assist with the management of pupil lockers.
e.
Work with the school program of fire and disaster drills.
f.
Assist with the school program of supply management. Process
supply
requisitions.
g.
Assist with school-level responsibilities in handling pupil
transportation.
12.
School Plant Problems
a.
Take responsibility for the planning of a new school building unit
or the
remodeling of an existing unit.
b.
Study the need for additional or improved equipment or cabinet
work for
some one building unit.
c.
Work with the development of a list of school plant maintenance
needs,
the assigning of priorities to the several needs, and the
submission of
requisitions for required work.
d.
Make regular inspections of the school plant and grounds for
safety
hazards.
e.
Assist with the plans for the opening of a new school plant.
f. Study the adequacy of the school plant with respect to some one
special
area, such as: (1) lighting, (2) acoustics, (3) heating and
ventilation, (4)
provision of electrical outlets, (5) provision for darkening in
order to use
visual aids, and (6) provision of chalk board and tack board.
g.
Project the enrollment of the school five years into the future
and indicate
the implications for extension of the plant.
13.School Schedules
a.
Make schedules for the assignment of special duties to faculty
members.
b.
Assist with the construction of the master schedule.
c.
Make the schedule for use of some one building unit, such as the
multipurpose
hall, or large-group instructional unit.
d.
Approve individual pupils' class schedules.
e.
Assist with the scheduling of the school's audio-visual equipment.
f.
Prepare a work schedule for special teaching or service personnel,
as the
school nurse, remedial reading teacher, speech therapist, or
special music
teachers.
14.
Significant Legal and Financial Aspects
a.
Review and assess District policies relating to employer-employee
relations.
b.
Review District policies regarding the Principal's and Assistant
Principal's
responsibilities in contract management.
c.
Review District policies regarding procedures in cases of
suspension,
expulsion, or dismissal of students.
d.
Refer students for special help when needed.
e.
Refer parents of pupils with special problems for professional
help.
f.
Assist with the preparation of required reports to state and
federal
departments regarding enrollment, classifications, etc.
g.
Attend a board meeting and prepare a report which analyzes the
group's
dynamics.
h.
Analyze the handling of student body funds and other school funds
and
accounts.
15
Management Skills
a.
Demonstrate the utility of "Feedback" on evaluative conferences.
b.
Conduct a problem-solving session with the staff or portion of the
staff
that involves such techniques as "brainstorming," "simulation,
Delphi, etc.
c.
Prepare a mini-training session on time management.
d.
Participate in an interview to fill a job vacancy.
e.
Develop a system or procedure for handling staff, student, and
parent
grievances.
f.
Utilize a change model to demonstrate to a staff processes for
planning
and implementing change.
g.
Utilize community and parent groups to assess the climate of the
school.
Develop collaboratively a plan to improve the climate.
h.
Utilize a goal-setting procedure to enable a staff to generate a
set of goals
regarding a particular purpose of issue.
i.
Develop work schedules and office routines as needed.
j.
Assist with the registration, transfer, and assignment of pupils.
k. Demonstrate the technique of group agenda building and
prioritizing of
agenda items.
l.
Prepare a mini-training session of effective conferencing
(evaluative)
techniques.
m.
Work with staff toward the improvement of the school organization.
16.
Group Process and Leadership Skills
a.
Demonstrate through the use of an instrument or simulation causes
of
conflict and the relation of psychological ownership of values to
conflict.
b.
Utilize selected instruments in a workshop format to enable
participants to
bring leadership styles to a higher level of awareness.
c.
Utilize selected simulations to demonstrate leadership skills and
techniques.
d.
Demonstrate by use of simulations the impact of leadership style
(and
leader values) on decision-making processes.
e.
Establish a long-term training program that demonstrates
organizational
development.
17.
Other Areas of Service
a.
Represent the school on a district-wide study or planning
committee.
b.
Take a major responsibility for a school special event, such as
the
graduation or promotion exercises, banquets, an occupations day,
or a
parent-teacher event.
c.
Serve in some significant capacity as a chairperson or officer in
the local
school professional organization.
d.
Serve as general assistant to a school administrative staff
member.
e.
Make a study of teacher load in the school and, if required, make
suggestions as to how to secure greater balance in loads.
f.
Assist with the preparation of data for use by an accreditation
committee.
g.
Assist with the plans for the opening or closing of the school
year.
h.
Consider the problem of the ethnic composition of the residents of
the
school attendance area and examine any feasible means whereby
improved racial integration may be achieved.
i.
Participate in the study groups and development of plans for new
school
construction or renovation, reconstruction, or rehabilitation.
j.
Analyze and assist in development of job analysis procedures,
supervisory
techniques and evaluation criteria for teaching staff.
k.
Assist in the development of short-term and long-term uses of
technology
in managing school operations and in improvement of the
instructional
program.
18.
Course Content
a.
Revise a course outline (course of study) for a particular
subject.
b.
Develop the course outline for a new subject.
c.
Work on the adaptation of course content to groups of pupils with
special
needs.
d.
Study and upgrade the articulation of course content from one
grade level
to another or from one school level to another.
e.
Review the process by which course outlines in the school are kept
up-todate,
and make recommendations for its improvement.
19.
Instructional Materials
a.
Participate in the process of selecting a new textbook.
b.
Participate in the selection of films or other instructional aids.
c.
Work on the selections of instructional materials suitable to
different
ability levels in some one subject area.
d.
Work with others in the development of a standard list of
instructional
supplies or equipment.
e.
Study the problems of securing and using instructional aids in the
classroom with the view of facilitating such use.
f.
Work with the use of instructional technology and the development
of
programmed instruction.
g.
Update material on Instructional Media for staff.
20.
Instructional Method
a.
Visit and analyze classroom instruction.
b.
Work with other staff members toward upgrading the instructional
methods used in some one subject area.
c.
Arrange for or participate in a demonstration of a sound
instructional
technique.
d.
Work toward upgrading the program of educational field trips.
Develop
procedure for adding or deleting.
e.
Plan or participate in a work shop or institute session dealing
with the
upgrading of an instructional method or methods.
f.
Work with teachers in the development of lesson plans.
g.
Work with teachers on the adjustment of instructional methods to
the
varying abilities of pupils. (Example: “Mainstreaming”)
h.
Plan and/or participate in the introduction of some special aspect
of the
instructional program such as, for example:
1.Arranging for the instruction of large groups.
2.Developing a special type of school class schedule.
3.Organizing a team teaching project.
4.Utilizing a school program of television instruction.
5.Planning for the use of a special plant facility such as a
language,
science, and/or computer laboratory.
i. Participate in a research project dealing with instructional
methodology.
21.
The Instruction of Exceptional Children
The variety of programs designed to care for pupils with special
needs has
increased significantly within recent years. Some suggested areas
of work follow.
a.
Participate in some phase of a school program for:
1.the learning disabled;
2.the educationally handicapped; or
3.other students with special needs.
b.
Observe the district’s gifted and talented classes, discuss the
program with
the director, teachers, students, etc..
Review and evaluate the school program for the education of some
type of
physically disabled pupil.
d.
Plan or evaluate a remedial reading or a developmental reading
program.
e.
Plan or evaluate a remedial program in arithmetic, spelling, or
some other
subject area.
f.
Plan or review the district’s program of “inclusion” for special
needs
students.
22.
Staff Development Programs
a.
Participate in a teaching orientation program.
b.
Help with the planning or conducting of a teacher workshop or
institute
program.
c.
Plan and/or upgrade the staff professional library.
d.
Arrange for teachers to visit and observe the work of master
teachers.
e.
Work toward the improvement of substitute teacher service.
f.
Assist with the publication of a periodic staff bulletin designed
to
disseminate excellent teaching practices.
23.
Programs Closely Related to Instruction
a. Study and evaluate the existing plan of grouping pupils for
instruction.
b.
Assist teachers with the construction of tests.
c.
Interpret and utilize test results for the improvement of
instruction of
student placement.
d.
Work toward the improvement of classroom conduct.
e.
Interpret the implications for instruction of a pupil follow-up
study.
f.
Study the effect on instruction of the pupil evaluation or grading
plan.
Assist teachers in developing a consistent grading program.
g. Review and evaluate the program of conducting parent conferences.
h.
Study and propose improvements in the school policies regarding
the
assignment of homework.
i.
Evaluate the use of study halls or other provision for individual
pupil
study at school.
24.
Extra-Class Activities
a.
Compare the existing extra-class activity program with a set of
criteria for
a sound program and make recommendations for improvements of the
program.
b.
Develop a system for reporting annually on each activity so as to
provide
basic data to the coordinator of the program, or report on the
adequacy of
an existing reporting system.
c.
Propose a plan for improving the activities and contribution made
by some
one study organization.
d.
Study the correlation of extra-class participation on student
academic
achievement and behavior.
25.
Special Aspects of the Instructional Program
Many schools offer one or more of the specialized programs listed
below. A
supervisory field experience selected in one of these areas should
be designed to
plan, evaluate, and/or upgrade the particular program selected.
a.
The work-experience program.
b.
The program of vocational education.
c.
The summer school program.
d.
The adult education program.
e.
The bilingual education program (ESL).
f.
The program of continuation or part-time education for you who
have
dropped out of school.
g.
The extended-day program.
h.
The program which permits selected twelfth grade pupils to enroll
in
college or university classes.
i.
The program which permits selected eighth grade pupils to enroll
in high
school classes.
j.
The use of correspondence courses.
k.
The granting by examination of credit for outside study.
l.
The establishment of an alternative schedule.
26. Specially Sponsored and/or Financed Programs (Categorical
Programs)
Assist with one or more specially sponsored and/or financed
program from the
federal or state level by:
a. Planning the program.
b.
Developing the application for approval of the program by the
federal or
state agency involved.
c.
Administration of the program.
d.
Evaluation of program outcomes.
27.
Staff Career Development Training Programs
a.
Establish and make staff aware of programs leading to career
advancement.
b.
Meet individually with interested candidates to ascertain
educational
background and career aspirations; discuss strengths and
weaknesses, and
provide suggestions for improving skills.
c.
Help plan individualized programs related to the planning
guide-lines and
career ladder.
d.
Evaluate the candidate’s past on-side activities to ascertain
experiences
that should be planned and implemented in the future. Recency of
training is critical. Therefore, past experiences are probably not
appropriate.
e.
Meet regularly to evaluate progress in meeting goals.
f.
Counsel on areas of strength and weakness, and provide suggestions
for
improving skills.
g.
Utilize forms if provided so that the candidate will have
documentation of
recommendations, evaluations, and guidelines.
28.
Curriculum and Instructional Methodology, Research Evaluation
a.
Participate in the development of terminal objectives and assist
principal
in the final determination of objectives.
b.
Participate in the development of grading policies and
implementation of
same.
c.
Prepare a training session on research on learning theories and
models in
relation to planned change.
SOUTHEASTERN LOUISIANA UNIVERSITY
COLLEGE OF EDUCATION AND HUMAN DEVELOPMENT
DEPT. OF EDUCATIONAL LEADERSHIP AND TECHNOLOGY
INTERNSHIP AGREEMENT
The purpose of the Internship is to provide opportunities for
educational leadership
interns to become involved in leadership tasks for a sustained
period of time. Through hands-on
experience, interns are provided opportunities to apply what has
been learned in the educational
leadership program and add to their preparation for eventual
leadership positions as building
administrators or supervisors.
The success of the Internship is highly dependent upon the types
of experiences in which
the students become involved. These experiences should be chosen
carefully through mutual
planning between interns, mentors, and university supervisors. All
experiences should be outside
the intern’s regularly assigned duties.
List the “structured” activities (referenced to the ELCC
standards) that have been
agreed upon. (Add additional page(s) if necessary.)
____________________________ ____________________________________
School Mentor Date
____________________________ ____________________________________
Address Intern Date
____________________________ ____________________________________
Phone Number University Supervisor Date
DOCUMENTING AND REFERENCING FIELDWORK EXPERIENCES
AS THEY RELATE TO THE ELCC STANDARDS
Prior to explaining how to document and reference your various
fieldwork
experiences during the internship, you first need to know the
terminology that will be
used. The enclosed list of standards, developed by the Educational
Leadership
Constituency Council (ELCC) and endorsed by the National Policy
Board for
Educational Administration, are made up of three parts: 1) the
standard (an overall
statement of the skills, knowledge and/or dispositions needed), 2)
the element (a specific,
isolated part of the standard, numbered like 1.1, 2.3, etc., and
3) the sub-elements (specific skills that appear after lower case
letters).
To illustrate, here’s an example from Standard 4:
STANDARD:
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.
ELEMENT:
4.1 Collaborate with Families and Other Community Members
SUB-ELEMENT:
c.
Demonstrates the ability to use public information and
research-based knowledge
of issues and trends to collaborate with families and community
members.
Now that you’re familiar with the terminology that will be used,
you are ready to
provide the information needed to document your skills. A sample
template (with sample
information) is provided on the next page. Use a similar form to
report how you have
demonstrated meeting certain standards, elements, or sub-elements
and what artifacts
document your attainment of the specific skill.
NOTE: It is very possible to meet more than one standard, element
or sub-
element with the same activity, so become familiar with the
different criteria to determine
if you’ve met more than one while completing a particular
structured fieldwork activity.
S A M P L E
FIELDWORK REPORTING FORM
Department of Educational Leadership and Technology
Name: John Smith
Course: EDL 665: Internship
Semester: Fall 2006
Standard(s)/element(s)/sub-element(s) met: 4.1.a and 4.1.b
How competencies were met:
In an effort to involve parents in the education of their
children, I set up a
“Parent Orientation Night” that allowed parents to visit with
their child’s teachers to learn
the objectives for the year, the teacher’s philosophy, discipline
plan, grading policies, and
other information in which the parent might have an interest.
Additionally, parents were
taught how to use the “Homework Hotline” and were encouraged to
visit their child’s
classrooms at any time.
Artifacts related to activity:
1. Letter to parents inviting them to Orientation Night
2. Agenda for Orientation Night
3. Sign-up sheet that parents filled out upon arriving
4. Evaluation form given to parents to measure effectiveness of
the evening
Reflection on activity:
Although not as many parents attended as I would have liked, the
enthusiasm and
appreciation of the parents who did attend was very encouraging.
They seemed excited
about the openness of teachers sharing their philosophies and
teaching strategies and, in
my opinion, left the school with good feelings about the education
their children were
getting.
The evaluation form included some good suggestions for this
activity in future years.
A positive thing the evaluation form revealed was that almost all
of the parents said they
had learned techniques for helping their children study and how to
use the Homework
Hotline more effectively.
STUDENT EVALUATION OF INTERNSHIP EXPERIENCE
In order that we can continually improve the internship experience
for our candidates, please
complete the following short survey. Thank you.
Name ________________________Semester and year
________________
Primary school site
______________________________________________________________
Primary on-site mentor
___________________________________________________________
G
I prefer that my entire evaluation remain confidential.
PLACE A CHECK MARK IN THE MOST APPROPRIATE BOX.
Item Strongly
Agree
Agree Neutral Disagree Strongly
Disagree
Not
Applicable
The activities allowed me to meet my learning goals.
Assigned activities were routine in nature.
I was made to feel a part of the administrative team.
I gained a realistic preview of school leadership.
The work I did was challenging and stimulating.
I assumed additional responsibility as my
experience increased.
I was able to link leadership theory and practice.
I was able to utilize my critical thinking and problem-
solving skills.
My university faculty mentor was supportive and
helpful.
My university faculty mentor was in contact with my
on-site mentor during the experience.
I had ample opportunities to discuss my progress
with my on-site mentor.
I was able to gain access to central figures in the
school district.
My assigned duties and tasks were explained well.
Item Strongly
Agree
Agree Neutral Disagree Strongly
Disagree
Not
Applicable
I was permitted some flexibility in carrying out my
assigned tasks.
I was provided with an orientation to the school
site(s).
My on-site mentor monitored my progress during
the internship.
The amount of assigned work was reasonable for
the time available.
I was encouraged to provide feedback and input
about the activities.
I was able to utilize my written communication skills.
I was able to utilize my oral communication skills.
The course work in the program was relevant to the
internship experience.
As a result of this experience, I feel ready to
assume a school leadership position.
I would recommend this site for future interns.
COMMENTS: Please add any comments or suggestions about the
program, its processes, the courses, the faculty,
your on-site mentor, or your internship in general. Please be
frank. We value your input.
25
INTERN EVALUATION FORM
Name of Student Intern
Name of Mentor
Primary Internship Site
Because you have served as the mentor-of-record for a Southeastern
intern, please
evaluate the overall effectiveness of the intern based on the
elements of the ELCC standards
listed below. Attached is a more detailed document that includes
sub-elements that describe
specific behaviors. This will assist you in determining to what
degree the intern has met the
standard. Please check the most appropriate box.
Criteria Related to ELCC Standards All
Criteria
Met
Some
Criteria
Met
No
Criteria
Met
No
Chance to
Observe
Develops a vision; articulates a vision; implements a
vision; stewards a vision; promotes community
involvement in the vision.
Promotes positive school culture; provides effective
instructional program; applies best practices to student
learning; designs comprehensive professional growth
plans.
Manages the organization; manages operations;
manages resources.
Collaborates with families and other community
members; responds to diverse community interests and
needs; mobilizes community resources.
Acts with integrity; acts fairly; acts ethically.
Understands the larger context; responds to the larger
context; influences the larger context.
INTERN’S DISPOSITIONS AND SKILLS
Using the following ratings, please rate the intern you supervised
on the dispositions and
skills listed.
4 Accomplished, Excellent, or Outstanding
3 Proficient, Dependable, or Diligent
2 Below Average, Inconsistent, or Occasionally Careless
1 Poor, Unsatisfactory, or Marginal
HUMAN RELATIONSHIPS
Place an X in box to indicate performance level 1 2 3 4
•
Acceptance by others
•
Ability to work with others
•
Communication skills
•
Maintains the dignity of individuals when
correcting, disciplining, or reprimanding
PROFESSIONAL JUDGMENT
Place an X in box to indicate performance level 1 2 3 4
•
Maturity
•
Consideration of all aspects when making
decisions
•
Fair and equitable
•
Ability to think on feet
•
Bases decisions on laws, policies, and
standard operating procedures
ABILITY TO LEARN
Place an X in box to indicate performance level 1 2 3 4
• Is a willing and active learner
•
Learns quickly
•
Asks questions when uncertain
•
Assumes responsibility to “find out” on
his/her own
APTITUDE AND APPLICATION
Place an X in box to indicate performance level 1 2 3 4
•
Enthusiasm
•
Interest and industriousness
•
Application and information to solve
problems
•
Innately attuned to a leadership role
•
Accomplishes goals through hard work and
persistence
DEPENDABILITY
Place an X in box to indicate performance level 1 2 3 4
•
Follows through with tasks
•
Adheres to timelines, appointments
•
Notifies others when circumstances
necessitate schedule changes
•
Can be counted on
QUALITY OF WORK
Place an X in box to indicate performance level 1 2 3 4
•
Useful and applicable to school problems,
needs
•
Written communication demonstrates
correct use of English mechanics
•
Oral communication demonstrates correct
use of English
•
Is willing to put in extra time to get the job
done
•
Overall impression of all work attempted
OVERALL PERFORMANCE
Place an X in box to indicate performance level 1 2 3 4
•
Leadership skills
•
Personal initiative
•
Ability to work effectively with others
•
Potential as an effective school
administrator
What qualities, if any, may render this student an unlikely
candidate for a leadership
position?
What are this student’s most desirable characteristics?
Would you consider this student for a leadership position, if you
had a vacancy? ___ Yes
___ No
Date _________________ Signed _____________________________
THANK YOU FOR YOUR ASSISTANCE IN FACILITATING THIS
EXPERIENCE.
Please return to the assessment portion to the specific university
supervisor with whom
you’ve been working.
Dr. Tony Armenta Dr. Rayma Harchar
SLU 10549 SLU 10549
Hammond, LA 70402 Hammond, LA 70402
Ph. (985) 549-5204 Ph. (985) 549-3426
Fax: (985) 549-5712 Fax: (985) 549-5712
tony.armenta@selu.edu rharchar@selu.edu
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