Andrews Universityggifford/EDAL 680 FA05 (2).doc · Web viewAndrews University academic integrity policy treats violations seriously. Penalties vary in degree and severity ranging

Andrews UniversitySchool of Education

Educational Administration and Leadership

EDAL680: INTERNSHIP/FIELD WORK IN EDUCATIONAL ADMINISTRATION3 CreditsFall 2005

To Educate is to Redeem

InstructorDr. Gary Gifford, BH Rm. 173 C, (269) 471-6682, [email protected]

Classroom: NAOffice Hours:

G. Gifford: by appointment

I. CONCEPTUAL FRAMEWORK ELEMENTS

The mission of the School of Education (SED) is to serve an international clientele, preparing educators for excellence in thinking, teaching, service and research. As companions in learning, students and faculty are committed to global Christian service. The mission is succinctly captured in the phrase "To Educate is to Redeem” through harmonious development of students, for service. The mission is expressed through six Conceptual Framework Elements that reflect the ideal development for all graduates of the SED as follows:

A. Worldview - addresses appreciation of the perspectives of others and development of a personal philosophy from which action and service arise;

B. Human Growth and Change - addresses principles of growth, development, and learning, and the use of these principles to effect positive change;

C. Groups, Leadership and Change - addresses principles of group behavior and the use of these principles to effect positive change for individuals and organizations;

D. Communication and Technology - addresses oral, written, intrapersonal and interpersonal communication as the essence of human behavior and technology as it enables, supports, and enhances human interaction and learning;

E. Research and Evaluation - addresses valuing and conducting disciplined inquiry for decision-making;

F. Personal and Professional Growth - addresses commitment to holistic personal and professional growth.

II. MISSION STATEMENT - LEADERSHIP AND EDUCATIONAL ADMINISTRATION DEPARTMENT

The mission of the Leadership and Educational Administration Department (LEAD) is to develop a community of scholar-practitioners who transform the power of knowledge into global service. Its core values include: community, service, integrity, and commitment.

III. COURSE DESCRIPTION

This course is a supervised internship or administrative field work in educational institutions, agencies or school districts. This internship/field experience provides the student with the opportunity to explore how administrative theory is practiced in an educational setting, through observations, interviews, and actual

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mailto:[email protected]

rotations with school administrators doing specific practical assignments.

IV. COURSE OBJECTIVES

Participants will:

1. assess personal knowledge, disposition, and performance ability as compared with widely accepted standards that describe the competencies of educational administrators;

2. work with a school administrator mentor to learn by experience the responsibilities of the principalship, utilize the resources available, and make a contribution to the hosting institution.

3. integrate course work, research, independent study, and insights from the mentor(s) to solve actual administrative problems;

4. become aware of the agencies, both complementary and competing, with which the school relates.

V. REQUIRED TEXTS:

Martin, G. E., Wright, W. F., & Danzig, A. B. (2003). School leader internships: Developing, monitoring and evaluating your leadership experience. Poughkeepsie, NY: Eye on Education..

VI. RECOMMENDED TEXTS FOR REFERENCE:

Alexander, K., & Alexander, M. D. (2001). American public school law. (5th. Ed.). Belmont, CA: West/Thompson Learning.

Lunenburg F. C., & Ornstein, A. C. (2004). Educational administration: Concepts and practices. (4th Ed.). ` Belmont, CA: Wadsworth Publishing Company.

Sergiovanni, T. J. (1995). The principalship: A reflective practice perspective. (3rd Ed.). Boston, MA: Allyn and Bacon.

Sergiovanni, T. J., & Starratt, R. J. (1998). Supervision: A redefinition. Boston, MA: McGraw-Hill.

Webb, L. D., & Norton, M. S. (2003). Human resources administration: Personnel issues and needs in education. (4th Ed.). New Jersey: Prentice-Hall, Inc.

VII. COURSE REQUIREMENTS:

1 Assess your personal administrative knowledge and experience by completing the Pre-Internship section of the Leadership Internship Assessment Form-A (LIAF-A) found in Appendix A

2. Select 20 areas in which you need to increase your competence as identified by your responses to the LIAF-A form and select/design experiences/activities to do so.

a. Using the responses on your LIAF-A, identify areas in which you would like to obtain more knowledge, and dispositions, and improve performance skills.

b. Identify experiences that will enable you to obtain this knowledge, these dispositions, and performance skills. Include at least two experiences related to each of the nine standards. The remaining two experiences may be selected from any of the nine standards.

c. SUGGESTED EXPERIENCES FOR THE NINE STANDARDS OR

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AREAS OF COMPETENCE FOLLOW:

Here are some suggestions for activities to develop/evidence competence in the areas covered by the nine standards. Some of the following activities/experiences are adaptations of suggestions found in your text by Martin et. al. They are not meant to be prescriptive but are intended to stimulate thinking along the right lines. Mentors may also provide authentic activities/experiences that may benefit the school/district while providing the student a real learning atmosphere.

Standard 1. A Vision of Learning

a. Observe other classrooms to identify alternative instructional approaches used. (Observations may be focused outside your area of specialization).

b. Interview administrators relative to the major curricular and instructional problems of the school and possible avenues toward solutions.

c. Review the vision statement from your district/school. Interview leaders in various departments and note the policies and practices not aligned with the vision (Martin et. al. 2003, p 32).

d. Assist in conducting a faculty meeting or staff development session. Survey a random sample of the participants for strengths and areas needing improvement from your presentation (Martin et. al. 2003, p 35).

Standard 2. School Culture and Instructional Program

a. Observe the relative effectiveness of different forms of corrective action taken in discipline cases.

b. Interview administrators relative to the major curricular and instructional problems of the school and possible avenues toward solutions.

c. Discuss with administrative staff alternative plans for coping with pupils who have acute psychological problems.

d. Select one class to complete a student evaluation of the instruction and learning in their class (Martin et. al. p 41).

Standard 3. Management

a. Observe administrative styles in interacting with staff.b. Interview administrators relative to procedures followed in documenting

personnel effectiveness.c. Review the procedures for the district/school opening and closing of the school

year. Take an active part in these procedures (Martin et. al. 2003, p 55).d. Meet with the persons responsible for personnel, and discuss the role personnel

takes in planning for professional development (i.e. experience of present staff, current evaluations, future needs, etc.). (Martin et. al. 2003, p 59).

Standard 4. Collaborate with Families and the Community

a. Observe administrator strategies in working with community groups.b. Interview community representatives relative to the purposes of schooling.c. Help develop and implement a plan to promote cultural diversity in the district,

school, or classroom (Martin et. al. 2003, p 66).d. Gather information on the resources available to the schools from community

and business. Analyze the extent of utilization and make recommendations for improved cooperation and mutual benefit (Martin et. al. 2003, p 67).

Standard 5. Acting with Integrity, Fairness, and an Ethical Manner

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a. Obtain a copy of the job description and evaluation instrument used for the position of study. Analyze the correlation between the requirements listed in the job description and the performance standards of the evaluation (Martin et. al. 2003, p 69).

b. Review the above materials and interview one supervisor responsible for evaluation of the position of study. Determine the degree of subjectivity in the evaluation process and any additional criteria used in determining the final evaluation (Martin et. al. 2003, p 69).

c. Observe other classrooms to identify alternative instructional approaches used. (Observations may be focused outside your area of specialization).

d. Interview administrators relative to the major curricular and instructional problems of the school and possible avenues toward solutions.

Standard 6. The Political, Social, Economic, Legal and Cultural Contexts

a. Attend one special education meeting involving initial placement or annual review and critique the meeting (Martin et. al. 2003, p 75).

b. Review the board policy manual and interview the superintendent to discuss the compilation and updating process of the manual and the role of the board in the process (Martin et. al. 2003, p 74).

c. Submit a brief professional development plan. Plans should include deficiencies cited in the internship in various learning areas. The plan should also include ongoing development with membership and service to pertinent organizations cited in the above activity (Martin et. al. 2003, p 78).

d. Interview a professional responsible for the bilingual and/or ESL program. Major requirements, concerns, and goals for the program should be discussed. Then observe a bilingual or ESL class following the observation and discuss these issues with the teacher (Martin et. al. 2003, p 75).

Standard 7. Technology and its Applications

a. Observe the use of technology in the library and/or computer lab and discuss the strengths and weaknesses of technology use in these areas with the librarian and/or lab supervisor (Martin et. al. 2003, p 44).

b. Interview persons responsible for assessing technology software. Describe the process used. Evaluate the process used, concerns, and any recommendations for improvement (Martin et. al. 2003, p 44).

c. Review board policy on technology. Study district/school plan on use of technology. Review degree of compliance between policy, technology plan, and the legal aspects regarding the use of software (Martin et. al. 2003, p 44).

d. View the Draft Technology Standards for School Administrators website (http:// cnets.istc.org/tssa/view_standards.htm). Draw up a plan of how you will implement these nine standards during your internship (Martin et. al. 2003, p 44).

Standard 8. Worldview

a. Observe and critique worldviews from a Christian perspective.b. Interview parents and community representatives relative to their philosophy of

education.c. Explain worldviews and trace their historical development.d. Integrate principles of a Christian worldview into the practice of school

administration.

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Standard 9. Research and Evaluation

a. Observe and document the measurement, evaluation and assessment strategies employed in the school.

b. Interview the principal concerning information sources and the data collection and data analysis strategies used in the school.

c. Review assessment data related to student learning and work with the administration in the development of the school vision and goals.

d. Use data in making leadership decisions.

3. Create as Administrative Experience Log (AEL) for each of the 20 experiences.

a. Copy the (AEL) included in this syllabus (See Appendix C) to a word document.b. Engage in one of your selected Administrative Experiences.c. Record the experience specifics on the form. d. The form will expand as you add your information. e. In Section III of the AEL form, be sure to record your reflection regarding the experience.

1. Analyze your experiences in light of administrative theories and concepts and form generalizations for future practice. Spend the most time reflecting in this section. Use additional space as deemed necessary. A fairly comprehensive bibliography is provided to direct you to the areas of your study.

2. As a resource to help you with your reflective process and reporting, use, “Learning through Reflection – A guide for the reflective practitioner” by Andrew Castley included in this syllabus.

f. Take your time. Spread this assignment over the entire time required to complete your Masters degree.

g. A sample AEL follows:

(SAMPLE)ADMINISTRATIVE EXPERIENCE LOG (AEL)

(Use this format as a guide. Find it in Appendix C – highlight it – copy it to a Word document. Then add the record of your experience. Print out a hard copy to use in your portfolio as the sheet to introduce this experience. Repeat this process for each of your 20 experiences. Be sure to add documentation such as notes, agendas, minutes, process description, photos, and the final product following this AEL for each experience included in your portfolio.)

Section I: Introduction

Selected Standard (Such as Standard 1 - Vision):

Standard Sub-Area: (Such as Mission)

Title of Experience: (Such as “Process of creating a mission statement at XXX School”)

Date:

Duration:

Person(s) Worked With:

Section II: Summary of Experience:

Section III: Insights: (Regarding school administration): Gained while reflecting on this Experience

Section IV: Questions, Comments, or Topics Needing Further Investigation:

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Section V: Additional Comments:

4. Prepare your Educational Administration Portfolio.

a. In order to assist you in the organization and documentation of the variety of learning experiences you will gain during your Administrative Internship, the following guidelines for creating your Educational Administration Portfolio, beginning with your Administrative Experience Logs, are presented:

Set up a 3-ring loose-leaf notebook with 8 1/2" x 11" paper and eleven tabs identified as follows:

1. General Introductory material and the LIAF-A2. Standard 1 Experiences3. Standard 2 Experiences4. Standard 3 Experiences5. Standard 4 Experiences6. Standard 5 Experiences7. Standard 6 Experiences8. Standard 7 Experiences9. Standard 8 Experiences10. Standard 9 Experiences11. Other Experiences

b. A copy of the competed LIAF-A should be placed at the beginning of your log to enable you to keep track of the various areas of experience you are addressing.

c. Highlight the AEL found in Appendix C. Copy it to a word document so you can print you finished document and will not need to write it by hand.

d. Use the AEL page as a top sheet for each internship experience. e. Place documentation (notes, agendas, minutes, process description, photos, printed

programs, commendations, finished product etc.) that provides evidence of competence after each AEL.

f. Complete one AEL page for each experience.g. The "Other Experiences" section is for those experiences which do not seem to fit any of

the designated levels or which include two or more levels in the same experience. h. As you gain administrative experience, keep evidence of your development after the

appropriate “Standard” in your portfolio/notebook..

VIII. EVALUATION CRITERIA:

A. Grades will be based on the following formula:

Completion of LIAF-A (Pre-Internship and Post-Internship) 10%Completion of the 20 experiences and the associated logs 80%Form and Style of the Presentation of the Finished Product 10%

B. The grade for this course will be given at the end of the internship experiences which could be at the end of the masters program.

C. Suggested grade scale: A (95-100), A-(90-94.9), B+(85-89.9), B (80-84.9), B-(75-79.9), C+(70-74.9), C (65-69.9).

IX. ATTENDANCE POLICY (Not applicable for internship/fieldwork courses)

X. ACADEMIC INTEGRITY

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Students are expected to do their own work and give appropriate credit to the works of others. Andrews University academic integrity policy treats violations seriously. Penalties vary in degree and severity ranging from warnings to dismissal from the University. My policy for academic dishonesty in this course will be to reject the entire product of the student if it is deemed to be plagiarized. Plagiarism consists of appropriating the works of others as one’s own.

XI. DISABILITY ACCOMODATIONS

If because of a disability, you require assistance or reasonable accommodations to complete assigned work, speak with me after class or during my office hours. I will work with you on making this course, class activities, and exercises accessible for your full involvement. Support services for students with disabilities is available through Student Services or Karen Tilstra, (471-6205) Student Success advisor

XII. REFERENCES

A. Books and Monographs

Allen, D. W. (1992). Schools for a new century: A conservative approach to radical school reform. Westport, CT: Praeger.

Allington, R. L. (1996). Schools that work: Where all children read and write. New York: Harper Collins College Publishers.

Anderson, D. R. (1982). An introduction to management science: Quantitative approaches to decision making. St. Paul, MN: West.

Arcaro, J. (1995). Creating quality in the classroom. Delray Beach, Fl: St. Lucie Press,

Arnold, J. D. (1992). The complete problem solver: A total system for competitive decision making. New York: Wiley.

Bennis, W. (1989). Why leaders can't lead. The unconscious conspiracy continues. San Francisco, CA: Jossey-Bass Publishers.

Berguist, W. A. (1986). Planning effectively for educational quality. San Francisco, CA: Jossey-Bass.

Berquist, W. (1993). The postmodern organization. San Francisco, CA: Jossey-Bass.

Black, J., & English, F. (1986). What they don't tell you in schools of education about administration. Lancaster, PA: Technomic.

Blase, J., & Blase, J. R. (1994). Empowering teachers: What successful principals do. California: Corwin Press.

Caldwell, B. ( 1987). Leading the self-managing school. Washington, D.C.: Falmer.

Campbell, R. F. (1987). A history of thought and practice in educational administration. New York: Teachers College Press.

Dalin, P. (1993). Changing the school culture. New York: Cassel IMTEC Foundation.

Dubrin, A. J. (1995). Leadership: research findings, practice, and skills. Princeton, NJ: Houghton Mifflin Company.

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Dufour, R. P. (1991). The principal as staff developer. Bloomington, IN: National Educational Service.

Duke, D. L. (1991) School policy. New York: McGraw-Hill.

Dunlap, D. M., & Schmuck, P. A. (Eds). (1995). Women leading in education. Albany, N.Y: State University of New York Press.

Dunn, K. J., & Dunn, R. S. (Eds.). (1983). Situational leadership for principals: The school administrator in action. Englewood Cliffs, NJ: Prentice-Hall.

Fielder, F. E. (1984). Improving leadership effectiveness: The leader match concept : New York: Wiley.

Finn, C. E. (1991). We must take charge of our schools and our future. New York Free Press.

First, P. F. (1992). Educational policies for school administrators. Boston: Allyn and Bacon.

Gainey, D. D. (1993). Education for the new century: Views from the principal's office. Reston, VA: National Association of Secondary School Principals.

Genen, H., & Moscow, A. (1984). Managing. New York: Doubleday and Company.

Goldring, E. B., & Rallis, S. F. (1993) Principals of dynamic schools: Taking charge of change. California: Corwin Press.

Gorton, R. A. (1987). School leadership and administration: Important concepts, case studies and simulations. Dubuqe, IA: W. C. Brown.

Guthrie, J., & Reed, R. (1986). Educational administration and policy. Englewood Cliffs, NJ: Prentice-Hall.

Hackman, D. G., Schmitt-Oliver, D. M., & Tracy, J. C. (2002). The standards-based administrative internship: Putting the ISLLC Standards into practice. Lanham, MD: The Scarecrow Press, Inc.

Hanson, E. (1985). Educational administration and organizational behavior (2nd ed.). Boston, MA: Allyn and Bacon.

Halpin, A. W. (ed). (1985). Administrative theory in education. New York: The Macmillan Company.

Haller, E. J. & Strike, K. A. (1988). The ethics of school administration. New York: Teachers College Press.

Hallinger, P. (ed). (May 1992) "School leadership development: Evaluating a decade of reform".Education and Urban Society, (24)3: Corwin Press Inc.

Heller, R. (1984). The super manager: Managing for success, the movers and the doers, the reason why. New York: Truman Talley Books. E.P. Dutton Inc.

Herzberg, F. (1976). The managerial choice: To be efficient and to be human. Homewood, IL: Dow Jones-Irwin.

Hill, M. S., & Ragland, J. C. (1995). Women as educational leaders. California: Corwin Press.

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Hoy, W. K. and Tarter, C. J. (1995). Administrators solving the problems of practice. Boston, MA: Allyn and Bacon

Hoy, W. K., & Miskel, C. G. (2005). Educational administration: Theory, research and practice (7 th Ed.). New York: McGraw-Hill, Inc.

Jacobson, S L., & Berne, R. (Eds.). (1993). Reforming education: The emerging systemic approach.Thousand Oaks, CA: Corwin Press.

Jones, J. J. (1994). Human resource management in education. Lancaster, PA: Technomic Pub.Company.

Joyce, B. R. (1986) Improving America's schools. New York: Longmans.

Kaufman, R. A. (1991) Strategic planning in education. Rethinking, restructuring, revitalizing. Lancaster: Technomic Publishers.

Kirchmann, R. E. (1996). Educational administration: A collection of case studies. New Jersey: Merrill.

Kouzes, J. M. & Posner, B. Z. (1993). Credibility: How leaders gain and lose it, why people demand it. San Francisco, CA: Jossey-Bass Publishers.

Kowalski, T. J. (1996). Public relations in educational organizations: Practice in an age of information and reform. Englewood Cliffs, NJ: Merrill.

Levine, M. (1988). Effective problem solving. Englewood Cliffs, NJ: Prentice-Hall.

Lall, B, M., & Lall, G. R. (1994). New dynamic leadership. Berrien Springs, MI: Geetanjali Publishers.

Lewis, J. (Jr.) (1986). Achieving excellence in our schools: by taking lessons from america's best run companies. Westbury,New York: J.L. Wilkerson Publishing Company.

Mauriel, J. J. (1989) Strategic leadership for schools. Creating and sustaining productive change. San Francisco, CA: Jossey-Bass Publishers.

McCall, J. B., & Cousins, J. (1990) Communication problem solving: The language of effective management. New York: Wiley.

McCormacK, M. H. (1989). What they don't teach you at Harvard Business School. Notes from a street-smart executive. New York: Bantam Books.

Millard, R. M.(1991) Today,s myths and tomorrow's realities. Overcoming obstacles academic leadership in the 21st. century. San Francisco: Jossey-Bass Publishers.

Naisbitt, J., & Aburdene, P. (1985). Re-inventing the corporation: transforming your job and your company for the new information society. New York: Warner Books.

Morris, W. C., & Sashkin, M. (1976). Organization behavior in action: Skill building experiences, St. Paul, MN: West.

Ouchi, W. (1981). Theory Z: How american business can meet the japanese challenge. Reading, Massachusetts: Addison-Wesley Publishing Company.

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Owens, R. G. (1995). Organizational behavior in education. (5th ed.) Boston,Ma: Allyn and Bacon.

Pennings, J. M. (1983). Decision making: An organizational behavior approach. New York: M. Weiner.

Peters, T., & Waterman, R. H. (Jr). (1982). In search of excellence. New York: Harper & Row Publishers.

Peters, T. (1992). Liberation management. New York: Alfred A. Knopf.

Peters, T. (1987). Thriving on chaos. New York: Alfred A Knopf.

Peters, T., & Austin, N. (1985). A passion for excellence: the leadership difference. New York: Random House.

Plunkett, L. C. (1982). The proactive manager: The complete book of problem solving and decision making. New York: Wiley.

Ribbins, P., Glatter, R., Simkins, T., & Watson, L. (Eds.). (1991). Developing educational leaders. Harlow, England: Longman.

Richardson, M. D., Lane, K. E., & Flanigan, J. L. (Eds.) (1995). School Empowerment. Lancaster, PA: Technomic Publication.

Schein, E. H. (1985). Organizational culture and leadership. San Francisco: Jossey-Bass Publishers.

Smith, S. C. (1990). The collaborative school: a work environment for effective instruction. Eugene, OR: ERIC Clearinghouse on Educational Management

Stone, S. C. (1987). Strategic planning for independent schools. Boston National Association of Independent Schools.

Starratt, R. J. (1995). Leaders with vision. California: Corwin Press.

Toffler, A. (1990). Power shift: Knowledge, wealth, and violence at the edge of the 21st century. New York:Bantam Books.

Towsend, R. (1984). Further up the organization. How to stop management from stifling people and strangling productivity. New York: Alfred A. Knopf.

Vaill, P. B. (1989). Managing as a performing art. New ideas for a world of chaotic change. San Francisco: Jossey-Bass.

Vroom, V. H. (1988). The new leadership: Managing participation in organizations. Englewood Cliffs, NJ: Prentice Hall

.Wallace, C. W. (Jr). (1995). From vision to practice. California: Corwin Press.

Walton, J. (1959). Administration and policy making in education. Baltimore: The John Hopkins Press.

Willower, D. J. (1994). Educational Administration: inquiry,values practice. Lancaster,PA: Technomic Pub. Co. INC.

White, E. G. (1903). Education. Mountain View, CA: Pacific Press Publishing Association.

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White, E. G. (1923). Fundamentals of Christian education. Nashville, TN: Southern Publishing Association.

Woodard, H. (1994). Navigating through change. Burr Ridge, IL: Irwin Professional Publishing.

Yukl, G. (1989). Leadership in organizations (2nd ed.). Englewood Cliffs, NJ: Prentice Hall.

B. Articles

David, J. L. (1996). The who, what, and why of site-based management. Educational Leadership, 53(4), 4-9.

Dubin, A. E. (1987). Administrative training: Socializing our school leaders. Planning and Change.18(1), 33-37.

Elam, S. M., & Rose, L. C. (1995). The Phi Delta Kappa/Gallup Poll of the public's attitudes toward public schools. Phi Delta Kappan, 77(1), 41-56.

Freeston, K. R. (1992). Getting started with TQM. Educational Leadership, 50(3), 10-13.

Martin, J. R. (1995). A philosophy of education for the year 2000. Phi Delta Kappan, 76, 355-359.

Odden, E. R., & Wohlstetter, P. (1995). Making school-based management work. Educational Leadership, 52(5), 32-36.

O'Neil, J. (1995). On technology schools: A conversation with Chris Dede. Educational Leadership,53(2), 6-11.

Sergiovanni, T. J. (1995). Small schools, great expectations. Educational Leadership, 53(3), 48-52.

Smith, F. (1995). Let's declare education a disaster area and get on with our lives. Phi Delta Kappan, 76(8), 584-590.

Squires, D. A., & Kranyik, R. D. (1996). The Comer Program: Changing school culture. Educational Leadership, 53(4), 29-32.

Stallings, J. A. (1995). Ensuring teaching and learning in the 21st century. EducationalResearcher, 24, 4-8.

Sternberg, R. J., & Horvath, J. A. (1995). A prototype view of expert teaching. EducationalResearcher, 24, 9-17.

Reitzug, U. C., & Burello, L. C. (1995). How principals can build self-renewing schools. Educational Leadership, 52(7), 48-50.

Zachary, L. J. (2000). The mentor’s guide: Facilitating effective learning relationships. San Francisco, CA: Jossey-Bass

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C. Professional Journals on Leadership and Administration

Administrative Science QuarterlyAmerican Behavioral ScientistAmerican EducationAmerican Educational Research JournalAmerican Journal of SociologyBehavioral ScienceChangeClearing HouseComparative EducationContemporary EducationEducationEducation and Urban SocietyEducational Administration QuarterlyEducational Administrator's AbstractsEducational DigestEducational ForumEducational LeadershipEducational PlanningEducational RecordEducational ResearcherEducational Research QuarterlyEducational TechnologyElementary School JournalExceptional ChildrenHigh School JournalHuman OrganizationHuman RelationsInterchangeInternational Social Science JournalJournal of Applied Behavioral ScienceJournal of Conflict ResolutionsJournal of Education

Journal of Educational AdministrationJournal of Educational PsychologyJournal of Educational ResearchJournal of Educational SociologyJournal of Educational ThoughtJournal of Experimental EducationJournal of Experimental ThoughtJournal of General EducationJournal of Higher EducationJournal of Human ResourcesJournal of Learning DisabilitiesJournal of Negro EducationJournal of Social IssuesJournal of Special EducationJournal of Teacher EducationManagement of Personnel QuarterlyManagement ScienceNAASP BulletinPersonnelPersonnel AdministrationPersonnel AdministratorPersonnel PsychologyPhi Delta KappanPlanning and ChangePolicy SciencesPublic Administration ReviewSchool ManagementSocietySociology of EducationTeachers College BoardToday's EducationUrban Education

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Appendix ALIAF-A

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Leadership and Educational Administration DepartmentBerrien Springs MI 49104 (269) 471-3487; (269) 471-6560 (Fax)

LEADERSHIP INTERNSHIP ASSESSMENT FORM-A

What is the Leadership Internship Assessment Form-A

This Leadership Internship Assessment Form-B1 (LIAF-A) is designed to help students assess the level of their knowledge, dispositions, and performance in several areas related to administrative functioning in P - 12 School Systems in accordance with the standards set forth by the Interstate School Leaders Licensure Consortium (ISLLC). The six ISLLC standards are addressed as well as the Technology Standards for School Administrators (TSSA) as a seventh standard. An eighth standard insures that candidates are provided opportunities to develop a personal worldview. A ninth standard insures that candidates are provided opportunities to understand and apply research and evaluation for effective decision making. A tenth standard insures that candidates are provided opportunities to develop the skills and knowledge of Standards 1 - 9 through an Internship or substantial Field Experiences. The LIAF-A allows for a pre-assessment by the participant at the beginning of the Internship/Field Experiences and a follow-up assessment at the end of these experiences in consultation with the Mentor(s). Both Mentor(s) and Internship Faculty Advisor(s) (IFA) must sign off at the end of the experiences.

Instructions to Students for Completing the LIAF-A

Use the following scale to assess your familiarity with each item of the LIAF-A in the Pre-Internship section. Please do not spend too much time on this activity; go with your first impressions. Make copies of the completed Pre-Internship LIAF-A to share with your Mentor(s) and Internship Faculty Advisor(s). At the end of each internship rotation (IR) consult with your Mentor(s) for completing the appropriate boxes of the Post-Internship section of the LIAF-A. In addition, the Mentor(s) will complete a summative evaluation of the intern on each IR on the appropriate form. The signatures of the Mentor(s) and Internship Faculty Advisor(s) will signify that you have completed all IR and course work requirements, and have documented all relevant work in your portfolio.

SCALE KNOWLEDGE DISPOSITIONS PERFORMANCES

1 I am not familiar with this item I have no commitment to this issue I have no skills in this area

2 I have limited knowledge about this item

I have a low level of commitment to this issue

I have limited skills in this area

3 I have a moderate amount of knowledge about this item

I have a moderate level of commitment to this issue

I have a moderate amount of skills in this area

4 I have a great deal of knowledge about this item

I have a high level of commitment to this issue

I am very skillful in this area

5 I have expert knowledge about this item

I=m extremely committed to this issue I am an expert in this area

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LEADERSHIP INTERNSHIP ASSESSMENT FORM-AAssessing the Standards

Instructions: Use the scale on the previous page to help you decide your level of competency. Place a checkmark in the appropriate box below.

Standard 1.0: A school administrator is an educational leader who promotes the success of all students by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school community.

Administrator preparation institutions provide candidates opportunities to develop and demonstrate:

A VISION OF LEARNINGPRE-INTERNSHIP POST-INTERNSHIP

1 2 3 4 5 1 2 3 4 5

KNOWLEDGE: The administrator has the knowledge and understanding of:1.1 Learning goals in a pluralistic society;

1.2. Learning contexts with special attention to the enduring legacies of prejudice and discrimination;

1.3 The principles of developing and implementing strategic plans;

1.4 Systems theory;

1.5 Information sources, data collection, and data analysis strategies;

1.6 Effective communication; and

1.7 Effective consensus -building and negotiation skills.

DISPOSITIONS: The administrator believes in, values, and is committed to;1.8 The educability of all students, regardless of race, ethnicity,

socio-economic status, gender, sexual orientation, ability, language, religion, or nationality;

1.9 A school vision of high standards of learning, paying special attention to gaps in achievement by social identity groups;

1.10 Continuous school improvement;

1.11 The inclusion of all members of the school community;

1.12 Ensuring that students have the knowledge, skills, and values needed to become successful adults;

1.13 A willingness to continuously examine one=s own assumptions, beliefs and practices; and

1.14

Doing the work required for high levels of personal and organization performance.

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Standard 1 Continued

A VISION OF LEARNINGPRE-INTERNSHIP POST-INTERNSHIP

1 2 3 4 5 1 2 3 4 5

PERFORMANCES: The administrator facilitates processes and engages in activities ensuring that:1.15 The vision and mission of the school are effectively

communicated to staff, parents, students, and community members;

1.16 The vision and mission are communicated through the use of symbols, ceremonies, stories and similar activities;

1.17 The core beliefs of the school vision are modeled for all stake holders;

1.18 The vision is developed with and among stake holders;

1.19 The contributions of the school community members to the realization of the vision are recognized and celebrated;

1.20 Progress toward the vision and mission is communicated to all stakeholders;

1.21 The school community is involved in school improvement efforts;

1.22 The vision shapes the educational programs plans and actions;

1.23 An implementation plan is developed in which objectives and strategies to achieve the vision and goals are clearly articulated;

1.24 Assessment data related to student learning are used to develop the school vision and goals;

1.25 Relevant demographic data pertaining to students and their families are used in developing the school mission and goals;

1.26 Barriers to achieving the vision are identified, clarified and addressed;

1.27 Needed resources are sought and obtained to support the implementation of the school mission and goals;

1.28 Existing resources are used ethically in support of the school vision and goals; and

1.29 The vision, mission and implementation plans are regularly monitored, evaluated and revised.

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Standard 2.0: A school administrator is an educational leader who promotes the success of all students by advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth.


SCHOOL CULTURE AND INSTRUCTIONAL PROGRAMPRE-INTERNSHIP POST-INTERNSHIP

1 2 3 4 5 1 2 3 4 5

KNOWLEDGE: The administrator has the knowledge and understanding of:2.1 Student growth and development;

2.2 Applied learning theories;

2.3 Applied motivational theories;

2.4 Curriculum design, implementation, evaluation, and refinement;

2.5 Principles of effective instruction;

2.6 Measurement, evaluation, and assessment strategies;

2.7 Diversity and its meaning for educational programs;

2.8 Adult learning and professional development models;

2.9 The change process for systems, organizations, and individuals;

2.10 The role of technology in promoting student learning and professional growth; and

2.11 School cultures.

DISPOSITIONS: The administrator believes in, values, and is committed to;2.12 Student learning as the fundamental purpose of schooling;

2 13 The proposition that all students can learn;

2.14 The variety of ways in which students can learn;

2.15 Lifelong learning for self and others;

2.16 Professional development as an integral part of school improvement;

2.17 The benefits that diversity brings to the school community;

2.18 A safe and supportive learning environment;

2.19 Preparing students to be contributing and caring members of society; and

2.20 Strategies to ensure that increasingly diverse families are included in the learning community.

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SCHOOL CULTURE AND INSTRUCTIONAL PROGRAMPRE-INTERNSHIP POST-INTERNSHIP

1 2 3 4 5 1 2 3 4 5

PERFORMANCES: The administrator facilitates processes and engages in activities ensuring that:2.21 All individuals are treated with fairness, dignity and respect;

2.22 Professional development promotes a focus on student learning consistent with the school vision and goals;

2.23 Student and staff feel valued and important

2.24 The responsibilities and contributions of each individual are acknowledged;

2.25 Barriers to student learning are identified, clarified, and addressed;

2.26 Diversity is considered in developing learning experiences;

2.27 Lifelong learning is encouraged and modeled;

2.28 There is a culture of high expectations for self, student and staff performance;

2.29 Technologies are used in teaching and learning;

2.30 Student and staff accomplishments are recognized and celebrated;

2.31 Multiple opportunities to learn are available to all students;

2 32 The school is organized and aligned for success;

2.33 Curricular, co-curricular, and extra-curricular programs are designed, implemented, evaluated and refined;

2.34 Curriculum decisions are based on research, expertise of teachers, and the recommendations of learned societies;

2.35 The school culture and climate are assessed on a regular basis;

2.36 A variety of sources of information is used to make decisions;

2.37 Student learning is assessed using a variety of techniques;

2 38 Multiple sources of information regarding performance are used by staff and students;

2.39 A variety of supervisory and evaluation models is employed;

2.40 Pupil personnel programs are developed to meet the needs of students and their families; and

2.41 The professional growth of members of the professional learning community is guided by comprehensive growth plans.

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Standard 3.0: A school administrator is an educational leader who promotes the success of all students by ensuring management of the organization, operations, and resources for a safe, efficient, and effective learning environment.


MANAGEMENTPRE-INTERNSHIP POST-INTERNSHIP

1 2 3 4 5 1 2 3 4 5

KNOWLEDGE: The administrator has the knowledge and understanding of:3.1 Theories and models of organizations and the principles of

organizational development;3.2 Operational procedures at the school and district level;

3.3 Principles and issues relating to school safety and security;

3.4 Human resources management and development;

3.5 Principles and issues relating to fiscal operations of school management;

3.6 Principles and issues relating to school facilities and use of space;

3.7 Legal issues impacting school operations; and

3.8 Current technologies that support management functions.

DISPOSITIONS: The administrator believes in, values, and is committed to:3.9 Making management decisions to enhance learning and

teaching3.10 Taking risks to improve schools;

3.11 Trusting people and their judgment;

3.12 Accepting responsibility;

3.13 High quality standards, expectations and performances;

3.14 Involving stakeholders in management processes; and

3.15 A safe environment.


MANAGEMENTPRE-INTERNSHIP POST-INTERNSHIP

1 2 3 4 5 1 2 3 4 5

PERFORMANCES: The administrator facilitates processes and engages in activities ensuring that:3.16 Knowledge of learning, teaching and student development is

used to inform management decisions; 3.17 Operational procedures are designed and managed to maximize

opportunities for successful learning;3.18 Emerging trends are recognized, studied and applied as

appropriate;3.19 Operational plans and procedures to achieve the vision and

goals of the school are in place;3.20 Collective bargaining and other contractual agreements related

to the school are effectively managed; 3.21 The school plan, equipment, and support systems operate

safely, efficiently and effectively; 3.22 Time is managed to maximize attainment of organizational

goals;3.23 Potential problems and opportunities are identified;

3.24 Problems are confronted and resolved in a timely manner;

3.25 Financial, human and material resources are aligned to the goals of schools;

3.26 The school acts entrepreneurally to support continuous improvement;

3.27 Organizational systems are regularly monitored and modified as needed;

3.28 Stakeholders are involved in decisions affecting schools;

3.29 Responsibility is shared to maximize ownership and accountability;

3.30 Effective problem-framing and problem-solving are used;

3.31 Effective conflict resolution skills are used;

3.32 Effective group-process and consensus-building skills are used;

3.33 Effective communication skills are used;

3.34 There is effective use of technology to manage school operations;

3.35 Fiscal resources of the school are managed responsibly, efficiently, ethically and effectively;

3.36 A safe, clean and aesthetically pleasing school environment is created and maintained;

3.37 Human resource functions support the attainment of school goals; and

3.38 Confidentiality and privacy of school records are maintained.


Standard 4.0: A school administrator is an educational leader who promotes the success of all students by collaborating with families and the community members, responding to diverse community interests and needs, and mobilizing community resources.


COLLABORATION WITH FAMILIES AND THE COMMUNITY

PRE-INTERNSHIP POST-INTERNSHIP

1 2 3 4 5 1 2 3 4 5

KNOWLEDGE: The administrator has the knowledge and understanding of:4.1 Emerging issues and trends that potentially impact the school

community;4.2 The conditions and dynamics of the diverse school

community;4.3 Community resources;

4.4 Community relations and marketing strategies and processes; and

4.5 Successful models of school, family, business, community, government and higher education partnerships.

DISPOSITIONS: The administrator believes in, values, and is committed to:4.6 School operating as an integral part of the larger community;

4.7 Collaboration and communication with families;

4.8 Involvement of families and other stake holders in school decision- making processes;

4.9 The proposition that diversity enriches the school;

4.10 Families as partners in the education of their children;

4.11 The proposition that families have the best interest of their children in mind;

4.12 Resources of the family and community needing to be brought to bear on the education of students;

4.13 An informed public;


COLLABORATION WITH FAMILIES AND THE COMMUNITY


1 2 3 4 5 1 2 3 4 5

PERFORMANCES: The administrator facilitates processes and engages in activities ensuring that:4.14 High visibility, active involvement, and communication with

the larger community is a priority;

4.15 Relationships with community leaders are identified and nurtured;

4.16 Information about family and community concerns, expectations, and needs is used regularly;

4.17 There is outreach to different business, religious, political and service agencies and organizations;

4.18 Credence is given to individuals and groups whose values and opinions may conflict;

4.19 The school and community serve one another as resources;

4.20 Available community resources are secured to help the school solve problems and achieve goals;

4.21 Partnerships are established with area businesses, institutions of higher education and community groups to strengthen program and support school goals;

4.22 Community youth family services are integrated with school programs;

4.23 Community stakeholders are treated equitably;

4.24 Diversity is recognized and valued;

4.25 Effective media relations are developed and maintained;

4.26 A comprehensive program of community relations is established;

4.27 Public resources and funds are used appropriately and wisely;

4.28 Community collaboration is modeled for staff; and

4.29 Opportunities for staff to develop collaborative skills are provided.


Standard 5.0: A school administrator is an educational leader who promotes the success of all students by acting with integrity, fairness, and in an ethical manner.


ACTING WITH INTEGRITY, FAIRNESS, AND AN ETHICAL MANNER


1 2 3 4 5 1 2 3 4 5

KNOWLEDGE: The administrator has the knowledge and understanding of:5.1 The purpose of education and the role of leadership in modern

society;

5.2 Various ethical frameworks and perspectives on ethics;

5.3 The values of the diverse school community;

5.4 Professional code of ethics; and

5.5 The philosophy and history of education.

DISPOSITIONS: The administrator believes in, values, and is committed to;5.6 The ideal of the common good;

5.7 The principles of the Bill of Rights;

5.8 The right of every student to a free and quality education;

5.9 Bringing ethical principles to the decision making- process;

5.10 Subordinating one=s own interest to the good of the school, students and community;

5.11 Accepting the consequences for upholding one=s principles and actions;

5.12 Using the influence of one=s office constructively and productively in the service of all students and their families; and

5.13 Development of a caring school community.


ACTING WITH INTEGRITY, FAIRNESS, AND IN AN ETHICAL MANNER


1 2 3 4 5 1 2 3 4 5

PERFORMANCES: The administrator:5.14 Examines personal and professional values

5.15 Demonstrates a personal and professional code of ethics

5.16 Demonstrates values, beliefs and attitudes that inspire others to higher levels of performance

5.17 Serves as a role model

5.18 Accepts responsibility for school operations

5.19 Considers the impact of one’s administrative practices on others

5.20 Uses the influence of the office to enhance the educational program rather than for personal gain

5.21 Treats people fairly, equitably and with dignity and respect

5.22 Protects the rights and confidentiality of students and staff

5.23 Demonstrates the appreciation of and sensitivity to the diversity in the school community

5.24 Recognizes and respects the legitimate authority of others

5.25 Examines and considers the prevailing values of the diverse school community

5.26 Expects that others in the school community will demonstrate integrity and exercise ethical behavior

5.27 Opens the school to public scrutiny

5.28 Fulfills legal and contractual obligations

5.29 Applies laws and procedures fairly, wisely and considerately


Standard 6.0: A school administrator is an educational leader who promotes the success of all students by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context.


THE POLITICAL, SOCIAL, ECONOMIC, LEGAL AND CULTURAL CONTEXTS


1 2 3 4 5 1 2 3 4 5

KNOWLEDGE: The administrator has the knowledge and understanding of:6.1 Principles of representative governance that undergird the

system of American schools;

6.2 The role of public education in developing and renewing a democratic society;

6.3 The law as related to education and schooling;

6.4 The political, social, cultural, and economic systems and processes that impact schools;

6.5 Models and strategies of change and conflict resolution as applied to the larger political, social, cultural, and economic contexts of schooling;

6.6 Global issues and forces affecting teaching and learning;

6.7 The dynamics of policy development and advocacy under our democratic political system; and

6.8 The importance of diversity and equity in a democratic society.

DISPOSITIONS: The administrator believes in, values, and is committed to;6.9 Education as a key to opportunity and social mobility;

6.10 Recognizing a variety of ideas, values and cultures;

6.11 Importance of a continuous dialogue with other decision-makers affecting education;

6.12 Actively participating in the political and policy-making context in the service of education; and

6.13 Using legal systems to protect student rights and improve student opportunities.


THE POLITICAL, SOCIAL, ECONOMIC, LEGAL AND CULTURAL CONTEXTS


1 2 3 4 5 1 2 3 4 5

PERFORMANCES: The administrator facilitates processes and engages in activities ensuring that:6.14 The environment in which schools operate is influenced on

behalf of students and their families;

6.15 Communication occurs among the school community concerning trends, issues, and potential changes in the environment in which the school operates;

6.16 There is ongoing dialogue with representatives of diverse community groups;

6.17 The school community works within the framework of policies, laws and regulations enacted by local, state, and federal authorities;

6.18 Public policy is shaped to provide quality education for students; and

6.19 Lines of communication are developed with decision-makers outside the school community.


Standard 7.0: A school administrator is an educational leader who understands and comprehensively applies technology to advance student achievement. (Use the “Performances” portion of the grid on page 24 as your response guide for standard 7.0 items.)

Administrator preparation institutions provide candidates opportunities to develop and demonstrate the knowledge and skills necessary to:

TECHNOLOGYPRE-INTERNSHIP POST-INTERNSHIP

1 2 3 4 5 1 2 3 4 5

LEADERSHIP AND VISION - Educational leaders inspire a shared vision for comprehensive integration of technology and foster an environment and culture conducive to the realization of that vision.

7.1 Facilitate the shared development by all stake holders of a vision for technology use and widely communicate that vision;

7.2 Maintain an inclusive and cohesive process to develop, implement, and monitor a dynamic, long-range, and systematic technology plan to achieve the vision;

7.3 Foster and nurture a culture of responsible risk-taking and advocate policies promoting continuous innovation with technology;

7.4 Use reliable data in making leadership decisions

7.5 Advocate for research-based effective practices in use of technology; and

7.6 Advocate on the state and national levels for policies, programs, and funding opportunities that support implementation of the district technology plan.

LEARNING AND TEACHING - Educational leaders ensure that curricular design, instructional strategies, and learning environments integrate appropriate technologies to maximize learning and teaching.

7.7 Identify, use, evaluate and promote appropriate technologies to enhance and support instruction and standard-based curriculum leading to high levels of student achievement;

7.8 Facilitate and support collaborative technology-enriched learning environments conducive to innovation for improved learning;

7.9 Provide for learner- centered environments that use technology to meet the individual and diverse needs of learners;

7.10 Facilitate the use of technologies to support and enhance instructional methods that develop higher level thinking, decision making, and problem- solving skills;

7.11 Provide for and ensure that faculty and staff take advantage of quality professional learning opportunities for improved learning and teaching with technology;



1 2 3 4 5 1 2 3 4 5

PRODUCTIVITY AND PROFESSIONAL PRACTICE- Educational leaders apply technology to enhance their professional practice and to increase their own productivity and that of others.

7.12 Model the routine, intentional, and effective use of technology;

7.13 Employ technology for communication and collaboration among colleagues, staff, parents, students, and the larger community;

7.14 Create and participate in learning communities that stimulate, nurture, and support faculty and staff in using technology for improved productivity;

7.15 Engaged in sustained, job-related professional learning using technology resources;

7.16 Maintain awareness of emerging technologies and their potential uses in education; and

7.17 Use technology to advance organization improvement.

SUPPORT, MANAGEMENT, AND OPERATION: Educational leaders ensure integration of technology to support productive systems for learning and administration.

7.18 Develop, implement, and monitor policies and guidelines to ensure compatibility of technologies;

7.19 Implement and use integrated technology-based management and operations systems;

7.20 Allocate financial and human resources to ensure complete and sustained implementation of the technology plan;

7.21 Integrate strategic plans, technology plans, and other improvement plans and policies to align efforts and leverage resources; and

7.22 Implement procedures to drive continuous improvement of technology systems and to support technology replacement cycles.



1 2 3 4 5 1 2 3 4 5

ASSESSMENT AND EVALUATION - Educational leaders use technology to plan and implement comprehensive systems of effective assessment and evaluation.

7.23 Use multiple methods to assess and evaluate appropriate uses of technology resources for learning, communication, and productivity;

7.24 Use technology to collect and analyze data, interpret results, and communicate findings to improve instructional practice and student learning;

7.25 Assess staff knowledge, skills, and performance in using technology and use results to facilitate quality professional development and to inform personnel decisions; and

7.26 Use technology to assess, evaluate, and manage administrative and operational systems.

SOCIAL, LEGAL AND ETHICAL ISSUES - Educational leaders understand the social, legal, and ethical issues related to technology and model responsible decision-making related to these issues.

7.27 Ensure equity of access to technology resources that enable and empower all learners and educators;

7.27 Identify, communicate, model, and enforce social, legal, and ethical practices to promote responsible use of technology;

7.29 Promote and enforce privacy, security, and online safety related to the use of technology;

7.30 Promote and enforce environmentally safe and healthy practices in the use of technology; and

7.31 Participate in the development of policies that clearly enforce copyright laws and assign ownership of intellectual property developed with district resources.


Standard 8.0: A school administrator is an educational leader who appreciates the perspectives of others and develops a personal philosophy from which action and service arise.


WORLDVIEWPRE-INTERNSHIP POST-INTERNSHIP

1 2 3 4 5 1 2 3 4 5

KNOWLEDGE: The administrator has the knowledge and understanding to:8.1 Explain worldviews and trace their historical development.

8.2 Critique worldviews from a Christian perspective.

8.3 Integrate principles of a Christian worldview into their chosen fields of study

DISPOSITIONS: The administrator believes in, values, and is committed to:

PERFORMANCES: The administrator facilitates processes and engages in activities ensuring that:


Standard 9.0: A school administrator is an educational leader who understands and comprehensively applies research and evaluation for effective decision making.


RESEARCH AND EVALUATIONPRE-INTERNSHIP POST-INTERNSHIP

1 2 3 4 5 1 2 3 4 5

KNOWLEDGE: The administrator has the knowledge and understanding:9.1 Of the logic and process of scientific inquiry

9.2 To explain major research methodologies

9.3 To critique the adequacy of research reports

9.4 To relate research to the body of knowledge in leadership and administration

9.5 To select appropriate research designs.

DISPOSITIONS: The administrator believes in, values, and is committed to:9.6 An appreciation of the value of research for decision making

PERFORMANCES: The administrator facilitates processes and engages in activities related to:9.7 Conducting literature reviews using electronic sources

9.8 Explaining standards for data collection

9.9 Conducting basic data collection and analysis

9.10 Adequately communicating research findings


Standard 10.0: A school administrator is an educational leader who synthesizes and applies knowledge and best practices and develops skills through substantial, sustained, standards-based work in real settings to advance student achievement

Administrator preparation institutions provide candidates an internship or substantial field experiences with opportunities to develop and demonstrate skills and knowledge of standards 1 - 9.

OVERVIEW OF EXPERIENCESPRE-INTERNSHIP POST-INTERNSHIP

1 2 3 4 5 1 2 3 4 5

1 A Vision of Learning

2 School Culture and Instructional Program

3 Management

4 Collaboration with Families and the Community

5 Acting with Integrity, Fairness, and an Ethical Manner

6 The Political, Social, Economic, Legal, and Cultural Contexts

7 Comprehensively Apply Technology to Advance Student Achievement

Promote a Culture for Comprehensively Integrating Technology through a Shared Vision.

Ensure that Curricular Design, Instructional Strategies, and Learning Environments integrate appropriate Technologies to maximize Learning and Teaching.

Apply Technology to enhance Professional Practice to increase Productivity in the System.

Ensure the integration of Technology to support Productive Systems for Learning and Administration.

Use Technology to plan and implement Comprehensive Systems of Effective Assessment and Evaluation.

Understand the Social, Legal, and Ethical Issues related to Technology and model responsible Decision Making related to these issues

8 Worldview

9 Research and evaluation

Appendix B

Rotation Contracts and Forms



Mentor and Internship Faculty Advisor Sign-off Form

Name of Intern _ Intern AU ID ______________ Signature(s) of Mentor(s) and Internship Faculty Advisor(s)

Experi Stand Intern Mentor Date Intern Faculty Advisor Date .

1. Stand 1. _______________________________ _______________ _________________________________________________

2. Stand 1. _______________________________ _______________ _______________________________ ______________

3. Stand 2. _______________________________ _______________ _______________________________ ______________

4. Stand 2. _______________________________ _______________ _______________________________ ______________

5. Stand 3. _______________________________ _______________ _______________________________ ______________

6. Stand 3. _______________________________ _______________ _______________________________ ______________

7. Stand 4. _______________________________ _______________ _______________________________ ______________

8. Stand 4. _______________________________ _______________ _______________________________ ______________

9. Stand 5. _______________________________ _______________ _______________________________ ______________

10. Stand 5. _______________________________ _______________ _________________________________________________

11. Stand 6. _______________________________ _______________ _______________________________ ______________

12. Stand 6. _______________________________ _______________ _______________________________ ______________

13. Stand 7. _______________________________ _______________ _______________________________ ______________

14. Stand 7. _______________________________ _______________ _______________________________ ______________

15. Stand 8. _______________________________ _______________ _______________________________ ______________

16. Stand 8. _______________________________ _______________ _______________________________ ______________

17. Stand 9. _______________________________ _______________ _______________________________ ______________

18. Stand 9. _______________________________ _______________ _______________________________ ______________

19. Stand __ _______________________________ _______________ _______________________________ ______________

20. Stand __ _______________________________ _______________ _______________________________ ______________



Internship Rotation Contract Internship Rotation #_____Name of Intern _________________AU ID _____________

This agreement is made between:

__________________ ________________________.and ______________________ (Intern’s Name) (Mentor’s Name) (Internship Faculty Advisor)

School’s Name:___________________________________ Address:___________________________________

___________________________________

The parties agree to the following Internship Rotation. The intern must log/journal the various tasks associated with the assignments in the Internship Rotation.

The Mentor agrees to render mentoring/consulting services in lieu of the contribution the intern will make to the administration of the institution by fulfilling the assigned activities.

Standards to be addressed in this Internship Rotation:

Check all appropriate 1.___2.___3.___4.___5.___6.___7. 8.___9.___Other.___

Number of hours expected to complete the Internship Rotation:

Indicate time planned for this rotation: ________________hrs.

Mentor’s Signature: ___________ Date: __________________ Faculty Advisor’s Signature: ________ _ Date: __________________

Intern’s Signature: _________ _ Date: __________________

LEADERSHIP INTERNSHIP ASSESSMENT FORM-AAssessing the Competencies

Mentor Feedback

Internship Rotation # ______ Name of Intern AU ID: ________ Name of Mentor ________________________________________________________________ Mentor’s Position ________________________________________________________________

Mentor’s Feedback:

Mentor’s Signature_____________________________________________________ Date: ___________________

APPENDIX C

ADMINISTRATIVE EXPERIENCE LOG

Andrews UniversityEDAL 680 Internship/Fieldwork in Educational Administration

ADMINISTRATIVE EXPERIENCE LOG

Section I: Introduction

Intern’s Name:

Selected Standard:

Standard Sub-Area:

Title of Experience:

Date:

Duration:

Person(s) Worked With:

Section II: Summary of Experience:

Section III: Insights (Regarding school administration) Gained while Reflecting on this Experience:

Section IV: Questions, Comments, or Topics Needing Further Investigation:

Section V: Additional Comments:

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Documents

Andrews Universityggifford/EDAL 680 FA05 (2).doc · Web viewAndrews University academic integrity policy treats violations seriously. Penalties vary in degree and severity ranging