Johns Hopkins Universityolms.cte.jhu.edu/olms2/data/ck/sites/157/files/InternshipR… · Web viewEach ELCC Area of Competence is worth 3 points, using the 3-2-1 scale Points Available

Program: Johns Hopkins University Graduate Certificate in Administration and Supervision Course: Internship in Administration and Supervision

Internship Reflection Paper and Final Activity Log Assignment Directions and Scoring

Due: Benchmark #5

This assignment is worth: 200 points

Assignment Overview

The Internship in School Administration and Supervision is a comprehensive examination of each student’s ability to engage in essential leadership activities for the promotion of student learning, aligned with the national accreditation process.

This final assignment is not a description of your internship. Rather it is a reflection on your entire internship experience that you have documented in your activity logs (each ELCC Area of Competence and NETS-A Indicator has a section for a reflection). You will write a final paper that will include in narrative format, a reflection of your experience in observing or leading activities, and how the experiences helped you to grow as a leader.

Assignment Guidelines and Directions

Be sure to fully review the Scoring and Rubrics before submitting your final assignment.

Part I: Final Activity Log

You must complete at least 200 hours of field-based activities to successfully meet Internship requirements. At least 150 hours should include performance-based activities, and a maximum of 50 hours should include observation activities. Also, you must complete at least one performance hour for each standard.

Types of Activities Number of HoursPerformance Minimum of 150Observational Maximum of 50Total Required 200

Directions

Please use the same template that you used for your initial action plan and activity log you completed at Benchmark #3.

1. Complete your activity log and reflections for at least 200 hours of activities: Activities may or may not have been part of your initial action plan. Each NETS-A (21 indicators) and ELCC Standards (21 Areas of Competence) must

have at least one activity. Each reflection must include details about your experience in leading or observing

the activity, and how the experience helped you to grow as a leader.

2. In your Activity Log you must also provide a reference to the Artifact that you include on your Digital Portfolio that aligns with specific standards and areas of competence. To do


this, on the specific standard and area of competence on your Activity Log, include a reference in red text that states: See Artifact #X, ELCC X.X.

3. Submit your Final Activity log to the Gradebook by Benchmark #5.

Note: If you are using the Google Doc, simply create a Word document and include the URL in the document (the Gradebook cannot accept a website address). Also be sure to share the document with your supervisor so that he or she may write comments directly on your plan. If you chose to use the Word template, be sure to rename the template to include your last name (i.e., SmithActionPlan-ActivityLog.doc)

Part II: Internship Reflection Paper

1. Follow the guidelines below when writing your reflection paper:

Your paper should be approximately 8-10 pages in length. The paper should begin with a succinct introduction (no more than two paragraphs) to your

activity log and reflections. This introduction will provide the reader with a summary or overview about what he or she can expect to find.

Your paper will be a broader reflection about your internship experience and the work you completed for each of the six ELCC standards and five NETS-A. Cite specific NETS-A indicators or ELCC areas of competence from the activity log to support your reflections.

The concluding part of your paper should include a list and explanation of the three most important things you learned this year about being an effective administrator, and the three most important things you learned about using technology, as an administrative leader.

Your paper should be written in standard APA format. Because this is a reflective assignment, first person may be used.

2. Submit your paper to the Gradebook by Benchmark #5.

Scoring

A combination of the Internship Reflection Paper and Final Activity Log will be used to determine the score for each ELCC Area of Competence and NETS-A indicators. For ELCC assessment purposes, the internship supervisor will apply the rubrics on the following pages for each of the 21 ELCC Areas of Competence.1

The following definitions of terms will be used with regard to grading for each ELCC Area of

1 In addition to the activity logs and reflections, scores may be determined through consultation with the intern’s mentor, observation of the intern’s performance, and/or examination of artifacts in the portfolio.

Digital Portfolio PlacementUpload both your Internship Reflection Paper and your Final Activity Log to your DP’s File Cabinet and then include both in the Portfolio / Internship Documentation section of your DP.


Competence:

Score 3 - Distinguished / Highly Developed / Extensive– the candidate addressed all of the standard elements in great detail and demonstrated full competency to the extent that the candidate is prepared to perform the tasks of a school leader on an independent basis.

Score 2- Proficient/Some – the candidate addressed the specific number of the standard elements with great detail, or the candidate addressed many of the standard elements but with little detail. The reader was left with the overall impression that the candidate could perform the tasks of a school leader with supervision.

Score 1 –Emergent/Little – the candidate addressed only the minimum number of the standard elements as specified in the rubric and displayed an overall low level of competence.

Different guidelines will be used for grading the NETS-A portion of the internship reflection:

Score 1 - Distinguished / Extensive– the candidate completed a minimum of one hour for the indicator, and provided a detailed and thoughtful reflection on the experience, demonstrating how the experience helped the candidate to grow as a leader. Evidence supports that the candidate could perform the tasks of a school leader independently.

Score .5 – Proficient/Emergent – the candidate completed less than the minimum amount of time required, and/or did not include a thoughtful reflection about the experience. Evidence supports that the candidate could perform the tasks of a school leader with supervision.

Score 0 –Non-Proficient – the candidate did not complete any activities associated with the indicator, and/or demonstrated a very low level of competence in his/her ability to perform the tasks of a school leader.


Internship Reflection Paper and Final Activity Log Assignment Scoring Sheet

Student Name: _______________

ELCC Areas of Competence Each ELCC Area of Competence is worth 3 points, using the 3-

2-1 scale

Points Available

Points Earned

1.1 Develop a Vision 31.2 Articulate a Vision 31.3 Implement a Vision 31.4 Steward a Vision 31.5 Promote Community Involvement in the Vision 32.1 Develop a Positive School Culture 32.2 Provide Effective Instructional Program 32.3 Apply Best Practice to Student Learning 32.4 Design Comprehensive Professional Growth Plans 33.1 Manage the Organization 33.2 Manage Operations 33.3 Manage Resources 34.1 Collaborate with Families and Other Community Members 34.2 Respond to Community Interest and Needs 34.3 Mobilize Community Resources 35.1 Acts with Integrity 35.2 Acts Fairly 35.3 Acts Ethically 36.1 Understand the Larger Context 36.2 Respond to the Larger Context 36.3 Influence the Larger Context 3ELCC Subtotal 63NETS-AEach NETS-A indicator is worth 1 point, using the 1, .5, 0 scale. 1

A1a- Visionary Leadership - Shared Vision 1 A1b -Visionary Leadership -Strategic Plans aligned with Shared Vision 1

A1c-Visionary Leadership - Advocacy for Vision and Strategic Plan 1

A2a-Digital Age Learning Culture - Instructional Innovation 1

A2b-Digital Age Learning Culture -Effective use of Technology 1

A2c-Digitall Age Learning Culture - Diverse Learning Needs 1

A2d-Digital Age Learning Culture - Technology Infusion across Curriculum

1


A2e-Digital Age Learning Culture -Global Learning Communities 1

A3a-Excellence in Professional Practice - Resources for Professional Growth

1

A3b-Excellence in Professional Practice - Learning Communities 1

A3c-Excellence in Professional Practice - Effective Communication and Collaboration

1

A3d-Excellence in Professional Practice - Educational Research and Trends

1

A4a-Systemic Improvement-Lead Change using Technology 1

A4b-Systemic Improvement-Data Collection/ Analysis to make Improvements

1

A4c-Systemic Improvement-Personnel Recruitment 1

A4d-Systemic Improvement-Strategic Partnerships 1

A4e-Systemic Improvement-Technology Infrastructure 1

A5a-Digital Citizenship-Equitable Access 1 A5b-Digital Citizenship-Ethical Use 1 A5c-Digital Citizenship-Social Interactions 1 A5c-Digital Citizenship-Cultural Understanding 1 NETS-A Subtotal 21Final Reflection Paper

Succinct Introduction: No more than two paragraphs (5 points)

Narrative for each of the six ELCC standards and five NETS-A (a reflective summary of the details of activity logs):

- Broader reflection included for each of the 11 standards (5 points per standard = 55 points)

- Each standard includes citations from activity logs (2 points per standard=22 points)

Concluding section includes the three most important things you learned this year about being an effective administrator, and the three most important things you learned about using technology, as an administrative leader. (6 things learned at 3 points each = 18 points)

100

Writing ConventionsPaper follows conventions of English (grammatical, spelling, and punctuation errors) and APA guidelines. 16

Total Points 200


The rubrics on the following pages are used for ELCC Standards only, and are aligned to the NCATE Assessment requirement.



Rubric: Course Item/ ELCC Item

1./1.1 Develop a Vision

Score 3

Score 2

Score 1

The candidate presented evidence of an extensive ability to develop a vision for learning by clearly addressing all of the following:

_ Data-based research strategies were used. _ Information sources such as student assessment results, student and

family demographic data, and analysis of community needs were used. _ Strategic planning processes to promote the success of all students that

included consideration for the learning goals in a pluralistic society, the diverse needs of learners, the interactive nature of schools, and cultural systems were used.

_ The intern clearly demonstrated a realization that the vision may result in social and organizational change and thoroughly applied change theory.

The candidate presented evidence indicating some ability to develop a vision by addressing at least two of the following extensively:


family demographic data and analysis of community needs were used. _ Strategic planning processes to promote the success of all students that

included consideration for the learning goals in a pluralistic society, the diverse needs of learners, the interactive nature of schools, and cultural systems were used.


The candidate presented evidence indicating little ability to develop a vision by addressing fewer than two of the following:


family demographic data and analysis of community needs were used. _ Strategic planning processes to promote the success of all students that

included consideration for the learning goals in a pluralistic society, the diverse needs of learners, the interactive nature of schools as social and cultural systems were used.



2./1.2 Articulate a Vision

Score 3

Score 2

Score 1

The candidate presented evidence indicating a highly developed ability to articulate and communicate the components of the vision by performing the following:

_ All stakeholders were considered in the process. _ A variety of processes were used to communicate the vision that included

the use of symbols, ceremonies, stories, and other activities. _ Leadership Processes were used to implement and support the vision.

The candidate presented evidence indicating some ability to articulate and communicate the components of the vision by performing at least two of the following:



The candidate presented evidence indicating little ability to articulate and communicate the components of the vision by performing fewer than two of the following:



3./1.3 Implement the Vision

Score 3 The candidate presented evidence indicating extensive ability to develop plans and processes for the implementation of the vision. The processes demonstrated consideration for all of the following:

_ The use of strategies to address the motivational (e.g. providing autonomy, supporting innovation, delegating responsibility) needs of the stakeholders.

_ The vision and related goals were clearly articulated. _ Team work and collegiality were encouraged. _ Student assessments were used appropriately to challenge stakeholders. _ Opportunities for the development of leadership in others were used. _ The need for resources to support the implementation of the vision was

recognized.


Score 2

Score 1

The candidate presented evidence indicating some ability to develop plans and processes for the implementation of the vision. The processes demonstrated consideration for at least four of the following:



recognized.

The candidate presented evidence indicating little ability to develop plans and processes for the implementation of the vision. The processes demonstrated consideration for fewer than three of the following:



recognized.

4./1.4 Steward a Vision

Score 3

Score 2

The candidate presented evidence indicating extensive ability to develop a commitment to the shared vision. The evidence demonstrated the use of all of the following:

_ Effective communication skills were used. _ Data-based research strategies were used to regularly monitor,

evaluate, and revise the vision. _ A variety of methods were used to steward the vision.

The candidate presented evidence indicating some ability to develop a commitment to the shared vision. The evidence demonstrated the use of two of the following:

_ Effective communication skills were used. _ Data-based research strategies were used to regularly monitor,

evaluate, and revise the vision. _ A variety of methods were used to steward the vision.


Score 1 The candidate presented evidence indicating little ability to develop a commitment to the shared vision. The evidence demonstrated the use of fewer than two of the following:

_ Effective communication skills were used. _ Data-based research strategies were used to regularly monitor, evaluate,

and revise the vision. _ A variety of methods were used to steward the vision.

5./1.5 Promote Community Involvement in the Vision

Score 3

Score 2

Score 1

The candidate presented evidence indicating a highly developed ability to involve all stakeholders in the realization of the vision and related school improvement efforts. The evidence demonstrated the use all of the following:

_ Multiple methods were used to communicate the vision. _ The need of diverse stakeholders clearly influenced the communication

methods used.

The candidate presented evidence indicating a highly developed ability to involve all stakeholders in the realization of the vision and related school improvement efforts. The evidence demonstrated the use of one of the following:

_ Multiple methods were used to communicate the vision. _ The needs of diverse stakeholders clearly influenced the communication

methods used.

The candidate presented evidence indicating little ability to involve all stakeholders in the realization of the vision and related school improvement efforts. The evidence demonstrated the use of none of the following:

_ Multiple methods were used to communicate the vision. _ The needs of diverse stakeholders clearly influenced the communication

methods used.

6./2.1 Promote Positive School Culture

Score 3 The candidate presented evidence indicating a highly developed ability to take actions that were designed to improve school culture. The evidence demonstrated the use of all of the following:

_ The culture was assessed either through formal or informal methods. _ Context appropriate strategies, which were diversity sensitive (e.g.

population. language, disability, gender, race, socio-economic status), were used to improve the culture.


Score 2

Score 1

The candidate presented evidence indicating some ability to take actions that were designed to improve school culture. The evidence demonstrated the use of one of the following:



The candidate presented evidence indicating a little ability to take actions that were designed to improve school culture. The evidence demonstrated the use of none of the following:



7./2.2 Provide Effective Instructional Program

Score 3

Score 2

The candidate presented evidence indicating a highly developed ability to improve the instructional program. The evidence demonstrated the use of all of the following:

_ Recommendations were made for the design, evaluation, and implementation of curriculum.

_ The recommendations clearly addressed the diverse needs of students. _ The use of technology and information systems for the enrichment and

monitoring of curriculum and instruction were used. _ Steps were taken to support staff with the purpose of serving the best

interests of student learning.

The candidate presented evidence indicating some ability to improve the instructional program. The evidence demonstrated at least two of the following:






Score 1 The candidate presented evidence indicating little ability to improve the instructional program. The evidence demonstrated the use of fewer than two of the following:





8./2.3 Apply Best Practices to Student Learning

Score 3

Score 2

Score 1

The candidate presented evidence indicating a highly developed ability to assist school personnel in understanding and applying best practices. The evidence demonstrated the use of all of the following:

_ Full consideration of the application of human development theory was used.

_ Appropriate research strategies for the attainment of goals for all students, regardless of diverse backgrounds, were applied.

The candidate presented evidence indicating some ability to assist school personnel in understanding and applying best practices. The evidence demonstrated the use of one of the following:



The candidate presented evidence indicating little ability to assist school personnel in understanding and applying best practices. The evidence demonstrated the use of none of the following:




9./2.4 Design Comprehensive Professional Growth Plans

Score 3 The candidate presented evidence indicating a highly developed ability to use observations, collaborative reflections, and adult learning strategies. The evidence demonstrated the use of all of the following:

_ Promotion of well planned, context appropriate personal and staff-wide professional development programs.

_ Promotion of highly effective school instructional and curricular programs linked to a commitment to life-long learning for all staff.

Score 2

Score 1

The candidate presented evidence indicating some ability to use observations, collaborative reflections, and adult learning strategies. The evidence demonstrated the use of one of the following:

_ Promotion of a well planned, context appropriate personal and staff-wide professional develop program.


The candidate presented evidence indicating little ability to use observations, collaborative reflections, and adult learning strategies. The evidence demonstrated the use of none of the following:

_ Promotion of well planned, context appropriate personal and staff-wide professional develop programs.


10./3.1 Students Demonstrate the Ability to Manage the Organization

Score 3

Score 2

The candidate presented evidence indicating a highly developed ability to use data and research to drive decisions. The evidence demonstrated the use of all of the following:

_ Appropriate models and principles of organizational development and management were applied in leading the organization.

_ Well-developed planning strategies related to both financial and human resources were applied to promote both effectiveness and efficiency.

The candidate presented evidence indicating some ability to use data and research to drive decisions. The evidence demonstrated the use of one of the following:




Score 1 The candidate presented evidence indicating little ability to use data and research to drive decisions. The evidence demonstrated the use of none of the following:



11./3.2 Manage Operations

Score 3

Score 2

The candidate presented evidence indicating a highly developed ability to manage the school setting. The evidence demonstrated the use of all of the following:

_ Staff was involved in the setting of priorities through a consensus building strategy.

_ Conflict resolution strategies were applied. _ Steps were taken to create a safe, effective, and efficient environment. _ Legal principles were employed in all management efforts.

The candidate presented evidence indicating some ability to manage the school setting. The evidence demonstrated the use of two of the following:



Score 1 The candidate presented evidence indicating little ability to manage the school setting. The evidence demonstrated the use of fewer than two of the following:



12./3.3 Manage Resources

Score 3

.

The candidate presented evidence indicating a highly developed ability to use creative problem solving. The evidence demonstrated the use of all of the following:

_ Situation appropriate planning approaches (i.e. management technology, strategic planning, and long range planning ) were used.

_ Resources were aligned to address teaching for learning.


Score 2

Score 1

_ New resources were created to address teaching for learning.

The candidate presented evidence indicating some ability to use creative problem solving. The evidence demonstrated the use of two of the following:


_ Resources were aligned to address teaching for learning. _ New resources were created to address teaching for learning.

The candidate presented evidence indicating little ability to use creative problem solving. The evidence demonstrated the use of fewer than two of the following:


_ Resources were aligned to address teaching for learning. _ New resources were created to address teaching for learning.

13./4.1 Collaborate with Families and Other Community Members

Score 3 The candidate presented evidence indicating a highly developed ability to involve families and community members from diverse backgrounds. The evidence demonstrated the use of all of the following:

_ Community-relation models and communication models were employed to involve stakeholders in creating a school community that was highly supportive of student learning and served the best interests of all children.

_ Marketing techniques were used to develop an understanding of the purpose of the school and to develop community support for the school.

_ Data-based decision making was employed in the school. _ Stakeholders were involved in the decision making processes,

including representation on school improvement teams, _ Efforts were clearly made to involve a wide variety of agencies in

the operation of the school. Among these were businesses, religious, political, and service organizations, health and social services, and the media.


Score 2

Score 1

The candidate presented evidence indicating some ability to involve families and community members from diverse backgrounds. The evidence demonstrated the use of at least three of the following:




including representation on school improvement teams. _ Efforts were clearly made to involve a wide variety of agencies in


The candidate presented evidence indicating little ability to involve families and community members from diverse backgrounds. The evidence demonstrated the use of fewer than three of the following:




including representation on school improvement teams. _ Efforts were clearly made to involve a wide variety of agencies in



14./4.2 Respond to Community Interest

Score 3

Score 2

Score 1

The candidate presented evidence indicating a highly developed ability to become involved in the community. The evidence demonstrated the use of all of the following:

_ Strategies were employed for successfully interacting with groups with disparate perspectives for the purpose of improving school programs to meet diverse needs.

_ Strategies were employed for successfully interacting with special needs groups for the purpose of improving school programs to meet diverse needs.

_ Strategies were employed for the purpose of increasing sensitivity to cultural, ethnic, racial, and economic diversity.

The candidate presented evidence indicating some ability to become involved in the community. The evidence demonstrated the use of two of the following:




The candidate presented evidence indicating little ability to become involved in the community. The evidence demonstrated the use of fewer than two of the following:





15./4.3 Mobilizing Community Resources

Score 3

Score 2

Score 1

The candidate presented evidence indicating a highly developed ability to use community resources. The evidence demonstrated the use of all of the following:

_ Youth and social services were employed to address student achievement and emerging student problems.

_ Public resources were employed in a manner that promoted effective, efficient, and prudent usage such that community resource support remained viable.

The candidate presented evidence indicating some ability to use community resources. The evidence demonstrated the use of one of the following:



The candidate presented evidence indicating little ability to use community resources. The evidence demonstrated the use of none of the following:



16./5.1 Acts with Integrity

Score 3

Score 2

The candidate presented evidence indicating extensive regard for the rights of others. The evidence demonstrated the use of all of the following:

_ In all interactions, stakeholders were treated with dignity. _ In all interactions, stakeholders were treated honestly. _ All matters requiring confidentiality were handled appropriately.

The candidate presented evidence indicating some regard for the rights of others. The evidence demonstrated the use of two of the following:


.


Score 1 The candidate presented evidence indicating little regard for the rights of others. The evidence demonstrated the use of none of the following:


17./5.2 Acts Fairly

Score 3

Score 2

Score 1

The candidate presented evidence indicating extensive consideration for fairness. The evidence demonstrated the use of all of the following:

_ Interactions with stakeholders were characterized as being sensitive to diversity.

_ Interactions with stakeholders were characterized as ethical.

The candidate presented evidence indicating some consideration for fairness. The evidence demonstrated the use of one of the following:



The candidate presented evidence indicating little consideration for fairness. The evidence demonstrated the use of none of the following:



18./5.3 Acts Ethically

Score 3

Score 2

The candidate presented evidence indicating a highly developed ability to act ethically. The evidence demonstrated the use of all of the following:

_ A consistent pattern of decision making was employed. _ Decision making employed ethical and legal principles. _ All decisions were made in the best interests of student learning.

The candidate presented evidence indicating some ability to act ethically. The evidence demonstrated the use of two of the following:



Score 1 The candidate presented evidence indicating little ability to act ethically. The evidence demonstrated the use of one of the following:


19./6.1 Understanding the Larger Context

Score 3

Score 2

The candidate presented evidence indicating extensive consideration for the fact that schools exist in highly diverse environments. The evidence demonstrated the use of all of the following:

_ Economic factors, including the impact of poverty, were considered in leadership actions related to students, the school, and the community.

_ Political factors were considered in leadership actions related to students, the school and the community.

_ Legal factors, including local, state and national laws and policy, were considered in leadership actions related to students, the school, and the community.

_ Cultural and ethnic diversity, including the accompanying norms and values, were considered in leadership actions related to students, the school, and the community

_ Effective educational theory and research were applied in all leadership actions related to students, the school, and the community.

_ Change theory and conflict resolution models were used to address situations where actions of the stakeholders did not serve the best interests of the students.

The candidate presented evidence indicating extensive consideration for the fact that schools exist in highly diverse environments. The evidence demonstrated the use of at least four of the following:


_ Political factors were considered in leadership actions related to students, the school, and the community.


_ Cultural and ethnic diversity, including the accompanying norms and values, were considered in leadership action related to students, the school, and the community



Score 1


The candidate presented evidence indicating little consideration for the fact that schools exist in highly diverse environments. The evidence demonstrated the use of fewer than four of the following:


_ Political factors were considered in leadership actions related to students, the school, and the community.


_ Cultural and ethnic diversity, including the accompanying norms and values, were considered in leadership actions related to students, the school, and the community.



20./6.2 Respond to the Larger Context

Score 3

Score 2

The candidate presented evidence indicating a highly developed ability to communicate with a diverse community on a wide variety of topics impacting on the school. The evidence demonstrated the use of all of the following:

_ Emerging trends in the school environment were identified through ongoing dialogue with a broad cross-section of stakeholders.

_ Potential changes in the school environment were identified and addressed in collaboration with stakeholders.

The candidate presented evidence indicating some ability to communicate with a diverse community on a wide variety of topics impacting on the school. The evidence demonstrated the use of one of the following:




Score 1 The candidate presented evidence indicating little ability to communicate with a diverse community on a wide variety of topics impacting on the school. The evidence demonstrated the use of none of the following:



21./6.3 Influence the Larger Context

Score 3

Score 2

The candidate presented evidence indicating extensive ability to influence the larger context of the school. The evidence demonstrated the use of all of the following:

_ Actions were initiated to influence the political conditions affecting the school to serve the best interests of the students.

_ Actions were initiated to influence the economic conditions affecting the school to serve the best interests of the students.

_ Actions were initiated to influence the social conditions of the school to serve the best interests of the students.

_ Actions were initiated to influence the legal conditions of the school to serve the best interests of the students.

_ Actions were initiated to influence the cultural context of the school to serve the best interests of the students.

_ Actions were taken to engage the community in advocating for policies and laws with the purpose of promoting equitable learning opportunities regardless of socioeconomic status, ethnicity, gender, disability, or other individual characteristics.

The candidate presented evidence indicating some ability to influence the larger context of the school. The evidence demonstrated the use of four of the following:








Score 1 The candidate presented evidence indicating little ability to influence the larger context of the school. The evidence demonstrated the use of fewer than four of the following:









Documents

Johns Hopkins Universityolms.cte.jhu.edu/olms2/data/ck/sites/157/files/InternshipR… · Web viewEach ELCC Area of Competence is worth 3 points, using the 3-2-1 scale Points Available