Educational Leadership Program
Draft 8-3-06
The Utah Administrative/Supervisory License
Mission: The Educational Leadership Program at Southern Utah University is designed to invite educational practitioners to obtain the knowledge, skills, and professional competencies necessary to become an effective leader in Utah schools, districts, and related educational agencies.
Goals and
Objectives: The Educational Leadership Program at Southern Utah University has the following goals and objectives.
1. To provide all Administrative/Supervisory candidates with a high quality, dynamic, and cutting edge curriculum in educational leadership that aligns with all ELCC standards.
2. To provide all Administrative/Supervisory candidates with current educational leadership theories, philosophies, and practices that promote administrative success in a variety of educational settings.
3. To provide all Administrative/Supervisory candidates with the knowledge, skills, and professional competencies necessary to becoming critical and creative problem solvers, effective communicators, and visionary leaders in Utah’s public school settings.
4. To provide all Administrative/Supervisory candidates with meaningful internship opportunities in elementary, secondary, special education, district level, and community educational settings.
Admission:
Candidates desiring admission to the Educational Leadership - Utah Administrative/Supervisory Program, must have or submit the following:
1. Submit an application to the Educational Leadership Program. (See Application for Graduate Programs Admission form - www.suu.edu/ed/masters/requirements.html and go to the links for mail-in or on-line versions of the application.)
New graduate students to SUU will need to include a $50.00 application fee. Graduates of SUU’s M. Ed. program who wish to add the Administrative/Supervisory License will need to include a $70.00 License fee. Graduate Exam Scores are not needed if a Master’s degree is held.
Application Checklist:
Application form and appropriate fees.
Submit evidence of a Master’s degree from an accredited institution of higher education (official transcripts). (Licensure can be obtained as an area of emphasis in the SUU M. Ed. Program, however, separate application must be made to the M. Ed. Program. See Department for advisement).
Submit official transcripts from all institutions of higher education if Master’s degree has not been completed. (Transcripts must verify a minimum GPA of 3.25 on the last 60 semester hours (90 quarter hours) of approved undergraduate / graduate coursework OR minimum GPA of 3.00 - 3.24 on the last 60 semester hours (90 quarter hours) of approved undergraduate/graduate coursework and comparative scores on the Miller’s Analogies Test (MAT) or the Verbal, Quantitative, and Analytical portions of the Graduate Record Examination (GRE).
(See chart at www.suu.edu/ed/masters/requirements.html )Submit three (3) letters of recommendation from individuals who know you well (not family) in support of your plans to become a school administrator. A letter from your school district is highly recommended. The school district letter should include a statement that includes support for the needed release time to complete all internships.
Submit a letter to the Graduate Studies in Education Office describing the reasons you are seeking the Utah Administrative/Supervisory License. Include what characteristics you possess that would qualify you to become a successful school or district administrator.Include evidence that you have a valid and current teaching license approved by the Utah State Board of Education and have a criminal background check clearance on file with the Utah State Office of Education. (See Department if either of these requirements are not current.)
Schedule attendance at a one day Educational Leadership Program Orientation Institute. This is required of all prospective candidates. Admission can not be completed until the candidate attends the Program Orientation Institute.
The Educational Leadership Program Orientation Institute will require the prospective candidate to come to the SUU campus for a full day of activities preparatory for their admission into the program. This will include an overview of the program including coursework, expectations, and advisement. Candidates will be introduced to faculty, registration procedures, EDNET and On-line course procedures, and all components of this program to ensure successful completion.
For the 2007-2008 Academic Year, Program Orientation Sessions will be held on the following dates:Fall Semester 2007 - Saturday,
Spring Semester 2008 - Saturday, September 15, 2007Summer Semester 2008 - Saturday,
If you have questions about travel to and lodging in Cedar City, please contact our website at www.suu.edu/ed/masters
Once admitted, all candidates must maintain a 3.0 GPA and submit appropriate Professional Work Samples, Portfolio Artifacts and Proficiency tests that may be required by the State of Utah. Candidates who fail to meet these criteria may be revoked from the program.
Individuals desiring admission should send the above documentation to:
SUU Graduate Programs
Admissions Office
PO Box 8008
Cedar City, Utah 84720
Admission is on a provisional basis until candidate demonstrates mastery of the knowledge, skills, and dispositions necessary for a professional educator. Candidates must also be willing to be in compliance with school district dress and behavior codes as well as the Standards of Ethical Conduct for Utah Educators (USOE).
Once admitted, all candidates must maintain a 3.0 GPA and submit appropriate Professional Work Samples, Portfolio Artifacts and Proficiency tests that may be required by the State of Utah. Candidates who fail to meet these criteria may be revoked from the program.
For questions about the SUU Educational Leadership - Utah Administrative / Supervisory License Program please contact: Ruth Billhimer billhimer@suu.edu
Course of Study:
Required Courses for Administrative/Supervisory Licensure
Continuum of Professional Practice
(All candidates must have a Master’s Degree and an Elementary, Secondary, Special Education, school counselor, school psychologist, or school social worker teaching degree and license. Candidates who have a valid teaching license may complete this licensure concurrently in the SUU M. Ed. Program.)
Administrative / Supervisory License Emphasis (33 hours)
Course /Credit/ Artifact
(Courses must be taken in the following sequence)
1. EDUC 6540 - Organization of American Schools (3) See Course Syllabus
2. EDUC 6036 - Leadership in Technology (3) See Course Syllabus
3. EDUC 6500 - School Finance (3) See Course Syllabus
4. EDUC 6740 - School Law (3) See Course Syllabus
5. EDUC 6560 - Leadership of Pupil Services and Programs (3) See Course Syllabus
6. EDUC 6080 - Leadership & The School Principal (3) See Course Syllabus
7. EDUC 6100 - Practices of Instructional Supervision (3) See Course Syllabus
8. EDUC 6890 - Elementary Public School Administrative
Internship (4) See Course Syllabus
9. EDUC 6891 - Secondary Public School Administrative
Internship (4) See Course Syllabus
10. EDUC 6892 - Capstone Public School Administrative
Internship (4) See Course Syllabus PRAXIS Educational Leadership Exam must be taken
Exit Interview / Professional Work Sample (PWS) and ePortfolio
Total Hours 33
Some courses may be waived if transcripts verify comparable coursework.
Courses will run in the sequence described and as blocks in consecutive summers.
The Administrative / Supervisory Internship will take more than one semester to complete and will only be available summers if appropriate placements exist. Only one internship per semester, unless the intern has release time or is a full time student. It is required that the criteria for each internship be completed by the end of finals each semester. No more than two SUU graduate interns will be allowed at any one school at any one time.
Note: Candidates seeking state licensure in educational administration must achieve a passing score on the PRAXIS Educational Leadership: Administration and Supervision test. Candidates must also demonstrate professional competency through presenting an ePortfolio addressing ELCC Standards at an Exit Interview. The ePortfolio must meet the minimum standard on the scoring rubric (See page 46.)
* Contact Office of Graduate Studies and Field Services for information on PRAXIS Exams, PWS, and ePortfolio.
Master’s of Education with Educational Leadership Emphasis
42 Credit Hrs.
Beginning Summer, 2005, for those candidates who do not already have a Master’s degree, the Graduate Studies in Education Program at SUU will offer a revised M. Ed. with an Educational Leadership emphasis that leads to the Utah Administrative/Supervisory License. Candidates must have an Elementary, Secondary, Special Education, school counselor, school psychologist, or school social worker teaching degree and license. The Administrative/Supervisory Internship will take more than one semester to complete and will only be available summers if appropriate placements exist. Only one internship per semester, unless the intern has release time or is a full time student. It is required that the criteria for each internship be completed by the end of finals each semester. No more than two SUU graduate interns will be allowed at any one school at any one time.
This program consists of the following coursework:
EDUC 6000 Issues in Psychology and Measurement (3)
EDUC 6410 Curriculum and Philosophical Foundations (3)
EDUC 6540 Organization of American Schools (3)
EDUC 6036 Leadership in Technology (3)
EDUC 6380 Ethics & Decision Making for Educational Leaders (3)
EDUC 6500 School Finance (3)
EDUC 6740 School Law (3)
EDUC 6560 Leadership of Pupil Services and Programs (3)
EDUC 6080 Leadership & The School Principal (3)
EDUC 6100 Practices of Instructional Supervision (3)
EDUC 6890 Elementary Public School Administrative Internship (4)
EDUC 6891 Secondary Public School Administrative Internship (4)
EDUC 6892 Capstone Public School Administrative Internship (4) *
* Serves as M. Ed. Project Course/Finalization of program
Note: 33 hours of this program is the existing courses needed for the Utah Administrative/
Supervisory License.
Specific Program Requirements:
In addition to specific course requirements, the following program components must be completed.
Artifacts File:
During each required Administrative/Supervisory Licensure Course, candidates will complete designated Performance Assessment Artifacts as part of the course requirements. Completion of the Performance Assessment Artifacts will show evidence that identified areas of elementary, secondary, and central office administrative/leadership/supervisory duties and responsibilities, along with corresponding targeted Educational Leadership Constituent Council (ELCC) standards have been researched and that knowledge and experience have been gained for each artifact. (See pgs. 9-16 of Handbook for the Artifact Rubric procedures and format.)
The completed artifacts, including those for Education 6890, 6891, and 6892 (Internships), will be compiled in a three ring binder(s), organized by course number and title. The completed Performance Assessment Artifacts will be submitted to the internship supervisor at the conclusion of the final internship.
Administrative/Supervisory Professional Work Sample:
Each Administrative Intern candidate will be required to complete the Administrative/Supervisory Work Sample. A detailed explanation of the purposes and prompts for completing the work sample is provided pages 44-59 of this Handbook.
Administrative/Supervisory Professional ePortfolio Overview:
Each Administrative Intern will be required to submit a professional portfolio prior to being recommended for professional Administrative Licensure. The portfolio may be a hard copy or an e-folio. (See pgs. 39-43 of Handbook) The components of the portfolio include:
1. An Educational Leadership philosophy statement.
2. Two artifacts and reflection commentaries for each ELCC component of the Artifacts Portfolio. One artifact will be assigned by the Department and one will be the candidate’s choice.
3. A Professional Resume - No longer that 2 pages.
4. The ePortfolio must meet the minimum score requirement on the scoring rubric of 50 out of 75 points. Score can contain no more than three, 1 point scores.
Educational Leadership Administration and Supervision Praxis Exam:
During the year of the internship candidates will be required to complete the Educational Leadership Administration and Supervision Praxis Exam. The Website for this test is www.ets.org
The Test code is 410. A passing score will be determined in the future. Until a cut score is established in the future of all candidates will be considered passing the test.
Educational Leadership Program
Utah Administrative/Supervisory License
“At a Glance” - Overview
Integration of Technology:
Students will be required to perform in the following technology areas:
1. The candidate will be responsible for checking the course website and answer periodically posted questions.
2. The student will subscribe to and use the WebCT account for this course.
3. The student will use a word processor, e-mail, web-page instruction, and WebCT access in the preparation of class assignments.
4. Knowledge and use of library technological strategies as needed for research and course assignments.
5. Apply computers and related technologies to support instruction and administration during their Practicum responsibilities.
6. Practice responsible, ethical, and legal use of technology.
Description of Multicultural and Global Perspectives:
1. Candidates will be working in schools with multicultural student populations in order to become familiar with and be exposed to, the various aspects of divers cultures and how to
effectively work as an administrator in such settings.
2. Student will be selected portfolio assignments dealing with multicultural issues.
3. Course bibliographies may contain reading on multicultural topics.
Establishment of Exit Interview and Submission of ePortfolio for Review
The Administrative/Supervisory Candidate should contact their SUU Internship Supervisor regarding the scheduling of the exit interview. The ePortfolio and Administrative/Supervisory Work Sample will be reviewed, along with all program requirements including the Educational Leadership Administration and Supervision Praxis Exam. When the Administrative/Supervisory Candidate demonstrates the successful completion of all requirements, recommendation for licensure will be submitted.
Educational Leadership Artifact
Procedures and Format
For the Artifacts (Performance Assessments) to be completed during
course work and the Administrative Internships
The following procedures and format are required for the completion of the Artifacts (Performance Assessments) to be completed during Course Work and the Administrative Internship. Completion of each administrative task in the attached Artifacts (Performance Assessments) will provide a practical application of educational leadership and management functions performed by elementary and secondary principals. Some of the administrative tasks will be required by instructors who teach Education Leadership courses as requirements for that course. Others will be completed during the required Administrative Internships under the supervision of elementary and secondary mentor principals, and a university supervisor.
Each Artifact Assignment consists of two parts:
Part One: The Artifact - Each artifact must be supported by an artifact document. The support document may consist of a memo, letter, meeting agenda, minutes, school policy or procedure, district policy or procedure, newspaper article, interview notes, research article, or any other document that relates to the administrative duty or function.
Part Two: The Artifact Commentary - The reflective commentary is a critical component of the Artifact Assignment. The Artifact Commentary will address questions stated in the artifact description, the importance and value of the administrative/supervisory task in promoting student achievement, the degree to which leadership or management skills were required, and personal reflections on the task.
On the following pages are documents to assist you with the completion of the required artifact assignments.
Part One:
Sample Artifact with Instructions Page 10
Sample Completed Artifact Page 11
Artifact Template Page 12
Part Two:
Sample Artifact Commentary with Instructions Page 13
Sample Completed Artifact Commentary Page 14
Artifact Commentary Template Page 16
Sample Artifact with Instructions
Name of Educational Leadership Candidate: Type your name here
Course: Type the course number and name here (Example: EDUC 65xx - Xxxxxx xx Xxxxxx)
Artifact Number and Description: Type the artifact number here (Example: 65xx-x)
Write out the entire artifact here (Example: Study the xxx xx xxxxxxxx xxx xxxxxx xxxxxx xx.)
Include your artifact here. It will be a document of some kind- a board policy, an excerpt from a handbook, notes from an interview, a scanned document, a URL for a webpage, etc. Depending on your chosen artifact, you may also want to include a brief explanation of what your artifact is.
Sample Completed Artifact
Name of Educational Leadership Candidate: Joe (or Jane) Student
Course: EDUC 6540 - Organization of American Schools
Artifact Number and Description: 6540-6
Identify some of the “power struggles” in your community. Question: How do they impact the overall function of your school/district? (ELCC Standard 10.1)
This is an account of an Interview with a Principal at XYZ Middle School in XYZ School District. He has been an administrator in XYZ School District for 13 years, this is his first year at XYZ Middle School.
Date of Interview: October 15, 2004
What are some of the Power Struggles in our community and district?
The biggest one he identified is the struggle that exists between the east side and west side of our school district. The east side of XYZ City is more affluent for the most part. Pockets of low income exist in the southeast quadrant of our city and the west side is filled with middle class and lower middle class housing. The east side, especially the bench areas of XYZ, is very affluent. The principal pointed out that closing XYZ Middle School, which has been proposed by the Central Office, would merely just exacerbate the problem that exists in the District. XYZ Middle School actually draws students from both the east and west side of the city and feeds both the wealthier high school in our District and the poorer high school. The closing of XYZ Middle School would now create just two middle schools in our District, which would contrast greatly in wealth and stature. The principal said this would not be good for the District. Also, it would create larger middle schools and numerous studies have shown larger middle schools to be detrimental to the education of students. He feels definitely that the east side schools have been favored at the expense of west side schools since he has worked in the District and the battle between the east and west side communities is the most significant power struggle in our District.
Artifact Template
Name of Educational Leadership Candidate:
Course:
Artifact Number and Description:
(Include artifact here)
Sample Artifact Commentary with Instructions
Name of Educational Leadership Candidate: Type your name here
Course: Type the course number and name here (Example: EDUC 65xx - Xxxxxx xx Xxxxxx)
Artifact Number and Description: Type the artifact number here (Example: 65xx-x)
Write out the entire artifact here (Example: Study the xxx xx xxxxxxxx xxx xxxxxx xxxxxx xx.)
Description of my artifact: State what you are using for your artifact here. (Example: My artifact is xxxxx xxxxxxxx xxx xx xxxxxxxxx.)
ELCC Standard(s)//Student Description: Type in the ELCC standard or standards that apply to this artifact assignment. Then, using a different font style (italicized, bold, or underlined), immediately after the ELCC standard write in your own words how the artifact you have chosen for the assignment applies to the ELCC standard. An example is shown here:
8.4 Perform budget management xxxx xxxx xx xxxxxxxx. // As I did this xxx xxxx xxxxxxxx.
Question(s): Type out the question from the artifact assignment here. (Example: What did I learn xxxx?)
Answer the question here (Example: I learned that, as with xxx xxxxxxx xxxxxxxxxx xxxx xx.)
Impact on Public School Student Achievement: Describe how you believe this artifact assignment impacts student achievement.
Leadership & Management Skills: Describe the primary leadership and management skills that an administrator uses when working in this area.
Personal Reflection: Write your thoughts here about insights you gained through this artifact experience.
Include the statement below at the end of each artifact commentary.
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Declaration of Authenticity: Section II C. 2 b. of the S.U.U. Student Handbook prohibits “Cheating, forgery, plagiarism or other use of work belonging to another person.” As stated in the S.U.U. Catalog, “If a student is guilty of academic dishonesty, the student may be dismissed from the class and may receive a failing grade. Other penalties may include suspension or expulsion from school.” The Department of Graduate Studies randomly uses plagiarism detection software on submitted work. Through the submission of this assignment, I declare that it is my own work.
Sample Completed Artifact Commentary
Name of Educational Leadership Candidate: Joe (or Jane) Student
Course: EDUC 6500 - School Finance
Artifact Number and Description: 6500-3
Study the budget planning process for the school and prepare an actual or “mock budget” for some area. What did you learn from this process?
Description of my artifact: XYZ's High School's School Land Trust Plan for 2004-2005.
ELCC Standard(s)//Student Description:
8.3 Develop an efficient budget planning process that is driven by district and school priorities and involves staff and community. // My artifact shows a budgeting process that included community and parent members.
8.5 Perform budget management functions including financial planning, monitoring, cost control, expenditures accounting, and cash flow management. // As I researched the Land Trust Plan for our school, I participated in or observed the budget management functions in this standard.
Question(s):
What did I learn from this process?
I learned that, as with all budgets priorities must be determined before any money can be budgeted. After the priorities have been determined then and only then can it be determined how much money should be allocated for any given priority. I learned that the funds in the School Land Trust program must be used to further the school's improvement/strategic plan.
Our faculty determined our plan, as well as the priorities in that plan. There are seven categories in which the funds can be spent. Of the seven, we determined that we would allocate money to four of the categories based on our priorities. Our highest priority was to provide time for our staff to collaborate. We determined how much time we would need and when this would be done. Teachers were already being compensated for some of this time, so we allocated enough money to compensate them for the remainder of their time. The next priority (included two categories) we funded was for supplies and workbooks for our ACT Prep classes that we would be adding to our Instructional Focus program this year. The Final priority was to provide for some assemblies for students and transportation and travel per diems for teacher training.
It was difficult to determine the priorities since everyone has their own opinion as to what is most important. The strategic plan was difficult to form for the same reason.
Impact on Student Achievement:
The Instructional Focus program was and is being developed to help students learn, review, and practice basic skills required for graduation and necessary to compete in the real world.
Leadership & Management Skills:
Financial planning is key to providing for the needs of students and staff. Without a budget in place money might be used irresponsible and in a manner that doesn't help the school reach its goals. Skills that are needed in this area include:
Forecasting
Collaboration
Attention to detail
Knowledge of the curriculum
Personal Reflection:
This artifact was helpful to me in realizing how involved the budgeting process is. As much as I hate to budget my own finances, I know it is vital to the success of the school and the education of the students to budget what resources are available to make sure that we can give them the best education we can provide with what we have.
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Declaration of Authenticity: Section II C. 2 b. of the S.U.U. Student Handbook prohibits “Cheating, forgery, plagiarism or other use of work belonging to another person.” As stated in the S.U.U. Catalog, “If a student is guilty of academic dishonesty, the student may be dismissed from the class and may receive a failing grade. Other penalties may include suspension or expulsion from school.” The Department of Graduate Studies randomly uses plagiarism detection software on submitted work. Through the submission of this assignment, I declare that it is my own work.
Artifact Commentary Template
Name of Educational Leadership Candidate:
Course:
Artifact Number and Description:
Description of my artifact:
ELCC Standard(s)//Student Description:
Question(s):
Impact on Student Achievement:
Leadership & Management Skills:
Personal Reflection:
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Declaration of Authenticity: Section II C. 2 b. of the S.U.U. Student Handbook prohibits “Cheating, forgery, plagiarism or other use of work belonging to another person.” As stated in the S.U.U. Catalog, “If a student is guilty of academic dishonesty, the student may be dismissed from the class and may receive a failing grade. Other penalties may include suspension or expulsion from school.” The Department of Graduate Studies randomly uses plagiarism detection software on submitted work. Through the submission of this assignment, I declare that it is my own work.
Educational Leadership Constituent Council
(ELCC)
Program Standards
1. Professional and Ethical Leadership
The institution’s program prepares school leaders who demonstrate an understanding of and the capability to:
1.1 Facilitate the development and implementation of a shared vision and strategic plan for the school or district that focuses on teaching and learning (e.g. cultivate group norms, influence institutional culture, and affirm core values).
1.2 Use motivational theory to create conditions that motivate staff, students and families to achieve the schools vision (e.g. facilitate collegiality and teamwork, arrange significant work, encourage challenging standards, provide autonomy, support innovation, delegate responsibility, develop leadership in other, provide leadership opportunities, recognize and reward effective performance, provide knowledge of results, provide coaching and mentoring, gain resources, serve as a role model).
1.3 Frame, analyze, and resolve problems using appropriate problem solving techniques and decision making skills (e.g. identify problem, seek and analyze problem factors, collect and organize relevant information identify causes, seek creative solutions, apply ethical standards, determine best solution with others when appropriate).
1.4 Initiate, manage, and evaluate the change process.
1.5 Identify and critique several theories of leadership and their application to various school environments.
1.6 Act with a reasoned understanding of major historical, philosophical, ethical, social and economic influences affecting education in a democratic society.
*1.7 Manifest a professional code of ethics and values.
2. Information Management and Evaluation
The institution’s program prepares school leaders who demonstrate an understanding of, and capability to:
*2.1 Conduct needs assessment by collecting information on the students; on staff and the school environment; on family and community values, expectations and priorities ; and on national and global conditions affecting schools.
2.2 Use qualitative and quantitative data to inform decisions, to plan and assess school programs, to design accountability systems, to plan for school improvement, and to develop and conduct research.
2.3 Engage staff in and ongoing study of current best practices and relevant research and demographic data, and analyze their implications for school improvement.
* Required for the ePortfolio
2.4 Analyze and interpret educational data, issues, and trends for boards, committees, and other groups, outlining possible actions, and their implications.
3. Curriculum, Instruction, Supervision, and the Learning Environment
The institution’s program prepares school leaders who demonstrate an understanding of, and capability to:
3.1 Create with teachers, parents, and students a positive school culture that promotes learning (e.g. holds high expectations, focuses on accomplishments and recognition, and promotes a supportive climate).
3.2 Develop collaboratively a learning organization that supports instructional improvements, builds and appropriate curriculum, and incorporates best practices.
*3.3 Base curricular decisions on research, applied theory, informed practice, the recommendations of learned societies, and state and federal policies and mandates (e.g. cognitive development, human development, learning styles, contemporary methodologies, content priorities, special needs legislation on topics such as least restrictive environment, etc.)
3.4 Design curricula with consideration for philosophical, sociological, and historical foundations, democratic values, and the community’s values, goals, social needs, and changing conditions.
3.5 Align curricular goals and objectives with instructional goals and objectives and desired outcomes when developing scope, sequence, balance, etc.
3.6 Develop with other curriculum and instruction appropriate for varied teaching and learning styles and specific student needs based on gender, ethnicity, culture, social class and exceptionalities.
3.7 Utilize a variety of supervisory models to improve teaching and learning (e.g. clinical, developmental, cognitive and peer coaching, as well as applying observation and conferencing skills).
3.8 Use various staffing patterns, student grouping plans, class scheduling forms, school organizational structures, and facilities design processes, to support various teaching strategies and desired student outcomes.
3.9 Assess student progress using a variety of appropriate techniques.
4. Professional Development and Human Resources
The institution’s program prepares school leaders who demonstrate an understanding of, and capability to:
*4.1 Work with faculty and other stakeholder to identify needs for professional development, to organize, facilitate, and evaluate professional development programs, to integrate district and school priorities, to build faculty as resource, and to ensure that professional development activities focus on improving student outcomes.
4.2 Apply adult learning strategies to professional development, focusing on authentic problems and tasks, and utilizing mentoring, coaching, conferencing and other techniques to ensure that new knowledge and skills are practiced in the workplace.
4.3 Apply effective job analysis procedures, supervisory techniques and performance appraisal for instructional and non-instructional staff.
* Required for the ePortfolio
4.4 Formulate and implement a self-development plan, endorsing the value of career-long growth, and utilizing a variety of resources for continuing professional development.4.5 Identify and apply appropriate policies, criteria and processes for the recruitment, selection, induction. Compensation and separation of personnel, with attention to the issues of equity and diversity.
4.6 Negotiate and manage effectively collective bargaining or written agreements.
5. Student Personnel Services
The institution’s program prepares school leaders who demonstrate an understanding of, and capability to:
5.1 Apply the principles of student growth and development to the learning environment and the educational program.
5.2 Develop with the counseling and teaching staff a full program of student advisement, counseling, and guidance services.
*5.3 Develop and administer policies that provide a safe school environment and promote student health and welfare.
5.4 Address student and family conditions affecting learning by collaborating with community agencies to integrate health, social and other services for students.
5.5 Plan and manage activity programs to fulfill student developmental, social, cultural, athletic, leadership and scholastic needs; working with staff, students, families, and community.
6. Organizational Management
The institution’s program prepares school leaders who demonstrate an understanding of, and capability to:
6.1 Establish operational plans and processes to accomplish strategic goals , utilizing practical applications of organizational theories.
6.2 Apply a systems perspective, viewing schools as interactive internal systems operating within external environments.
*6.3 Implement appropriate management techniques and group processes to define roles, assign functions, delegate effectively, and determine accountability for attaining goals.
6.4 Monitor and assess the progress of activities, making adjustments and formulating new action steps as necessary.
7. Interpersonal Relationships
The institution’s program prepares school leaders who demonstrate an understanding of, and capability to:
7.1 Use appropriate interpersonal skills (e.g. exhibiting sensitivity, showing respect and interest, perceiving needs and concerns, showing tact, exhibiting consistency and trustworthiness, etc.)
7.2 Use appropriate written, verbal, and nonverbal communication in a variety of situations.
* Required for the ePortfolio
7.3 Apply appropriate communication strategies (e.g. identifying audiences, determining messages, selecting transmission mediums, identifying reaction of receivers, soliciting responses, etc.)*7.4 Promote multi cultural awareness, gender sensitivity, and racial and ethnic appreciation.
7.5 Apply counseling and mentoring skills, and utilize stress management and conflict management techniques.
8. Financial Management and Resource Allocation
The institution’s program prepares school leaders who demonstrate an understanding of, and capability to:
8.1 Identify and analyze the major sources of fiscal and non-fiscal resources for schools and school districts.
*8.2 Acquire and manage financial and material assets, and capital goods and services, allocating resources according to district or school priorities (e.g. property, plant, equipment, transportation, and food service).
8.3 Develop an efficient budget planning process that is driven by district and school priorities and involves staff and community.
8.4 Perform budget management functions including financial planning, monitoring, cost control, expenditures accounting, and cash flow management.
9. Technology and Information
The institution’s program prepares school leaders who demonstrate an understanding of, and capability to:
*9.1 Use technology, telecommunications, and information systems to enrich curriculum and instruction ( e.g. CAI systems, CD Rom retrieval systems, on-line networks, distance learning, interactive video, etc.).
9.2 Apply and assess current technologies for school management and business procedures.
9.3 Develop and monitor long range plans for school and district technology and information systems, making informed decisions about computer hardware and software, and about staff development, keeping in mind the impact of technologies on student outcomes and school operations.
10. Community and Media Relations
The institution’s program prepares school leaders who demonstrate an understanding of, and capability to:
10.1 Analyze community and district power structures, and identify major opinion leaders and their relationship to school goals and programs.
*10.2 Articulate the district’s or school’s vision, mission and priorities to the community and media, and build community support for district or school priorities and programs (e.g. form collaborative relationships with businesses, citizen groups, neighborhood associations, social service agencies, parent organizations, advocacy groups, universities and religious institutions, etc.).
* Required for the ePortfolio
10.3 Communicate effectively with various cultural, ethnic, racial, and special interest groups in the community.10.4 Involve family and community in appropriate policy development, program planning, and assessment processes.
10.5 Develop an effective and interactive staff communications plan and public relations program.
10.6 Utilize and respond effectively to electronic and printed news media.
11. Educational Law, Public Policy and Political Systems
The institution’s program prepares school leaders who demonstrate an understanding of, and capability to:
*11.1 Apply knowledge of federal and state constitutional, statutory and regulatory provisions and judicial decisions governing education.
11.2 Apply knowledge of common law and contractual requirements and procedures in an educational setting (e.g. tort liability, contract administration, formal hearings).
11.3 Define and relate the general characteristics of internal and external political systems se they apply to school settings.
11.4 Describe the processes by which federal, state, district, and school-site policies are formulate, enacted, implemented and evaluated, and develop strategies for influencing policy development.
11.5 Make decisions based on the moral and ethical implications of policy options and political strategies.
11.6 Analyze the major philosophical tenets of contemporary intellectual movements and analyze their effect on school contexts (e.g. critical theory, feminism, post structuralism, fundamentalism, etc.)
11.7 Develop appropriate procedures and relationships for working with local governing boards.
12. Internship
The internship provides significant opportunities in the workplace to synthesize and apply the knowledge, and to practice and develop the skills identified in the eleven guideline areas. Therefore, the preparation program:
*12.1 Requires a variety of substantial in-school/district experiences over an extended period of time in diverse settings, planned cooperatively and supervised by university and school district personnel.
*12.2 Establishes relationships with school leaders acting as trained mentors/clinical professors who guide individuals preparing for school leadership in appropriate in-school/district experiences.
*12.3 Includes experiences with social services, private, and/or community organizations.
* Required for the ePortfolio
ADMINISTRATIVE/SUPERVISORY LICENSE
ARTIFACT CORRELATION TO COURSES
DRAFT 4-12-05
Educational Leadership Program
Southern Utah University
EDUC 6540 - Organization of American Schools
| Artifact (10) | ELCC Standard |
6540-1 Write a personal philosophy of educational leadership. Question: What are the historical, |
1.6 |
6540-2 What is your school’s or district’s mission/belief statement? Questions: Explain the historical, |
1.6, 10.2, 11.1, 11.6 |
6540-3 Obtain, or research and prepare, an organizational chart for the school/district. Questions: |
6.1, 6.3 |
6540-4 What are the administrative assignments in your school? Questions: How are they divided up? |
6.3 |
6540-5 |
11.7 |
6540-6 |
10.1, 11.3 |
6540-7 |
10.1, 11.3 |
6540-8 |
3.1 |
6540-9 |
2.2, 2.3 |
6540-10 |
1.3, 10.6 |
EDUC 6036 - Leadership in Technology
| Artifact (11) | ELCC Standard |
6036-1 |
9.2, 9.3 |
6036-2 |
9.1 |
6036-3 |
9.1 |
6036-4 |
9.1 |
6036-5 |
9.1 |
6036-6 |
9.1 |
6036-7 |
9.2, 9.3 |
6036-8 |
9.1, 9.2, 9.3 |
6036-9 |
1.3, 1.4, 9.3 |
6036-10 |
9.1 |
6036-11
|
Program Requirement |
EDUC 6500 - School Finance
| Artifact (10) | ELCC Standard |
6500-1 |
4.5 |
6500-2 |
8.3, 8.4 |
6500-3 |
8.3, 8.4 |
6500-4 |
8.3, 8.4 |
6500-5 |
8.3, 8.4 |
6500-6 Identify and analyze major resource issues in the school or district. Describe your school and |
8.1 |
6500-7 Consider efficiency of energy consumption. Give a summary of expenses and improvements |
8.2 |
6500-8 Review your school’s annual budget. Prepare a chart for parents depicting amounts and percentages of funds spent for property, plant, equipment, transportation, instruction and student services. |
8.2 |
6500-9 Assume that your district is developing a “Bonding Plan” for needed building growth. What will you |
8.2, 2.1 |
6500-10 Obtain a copy of an annual budget for your school. Imagine that the budget will be cut by 20 |
1.6, 8.4, 11.6 |
EDUC 6740 - School Law
| Artifact (10) | ELCC Standard |
6740-1
|
1.3, 1.7, 7.1, 11.5, 11.6 |
| 6740-2 State your school’s vision/mission statement. Who was involved in its development? To what extent does the school’s vision/mission statement impact the development of school policies and procedures? What is the protocol in your school / district for dealing with legal issues and actions? |
1.7, 3.1, 6.2, 6.4, |
6740-3 |
5.2, 11.4, 11.5 |
6740-4 |
4.1, 4.3, 4.5, 11.2 |
6740-5 |
4.6, 11.2, 11,3, 11.7 |
| 6740-6 Describe how your school meets federal and state, constitutional, statutory and regulatory provisions, and judicial decisions governing education? Consider ESEA, IDEA, Family Rights and Privacy Act, Sex Education Guidelines, Title IX, and 504 Compliance. |
5.1, 5.4, 5.5, 11.1, 11.2, 11.4, 11.7 |
6740-7 |
4.1, 4.5, 11.2 |
6740-8 |
11.1 - 11.7 |
| 6740- 9 Create a Safe School Action Plan and Crisis Management Assessment. See Course Syllabus for details and articulation of components. |
1.4, 2.1, 2.3, 2.4, 3.1, 4.1, 4.5, 5.3, 5.4, 5.5, 6.2, 6.4, 7.1, 7.2, 7.3, 7.5, 8.2, 10.4, 10.5, 10.6, |
| 6740-10 Conduct a needs assessment of your school’s Policy and Procedures Handbook. (In the event your school does not have one, engage in the process of working with school & district administrators, faculty, and stakeholders in developing a prototype.) See Course Syllabus for details and articulation of components. |
1.4, 2.1, 2.3, 2.4, 3.3, 4.1, 4.5, 5.3, 5.4, 5.5, 6.2, 6.4, 7.2, 7.3, 11.1 - 11.7 |
EDUC 6560 - Leadership of Pupil Services and Programs
| Artifact (10) | ELCC Standard |
6560-1 |
10.5 |
6560-2 |
4.1 |
6560-3 Evaluate various agencies that relate to the operation of the school. List them and their functions. |
10.2, 11.3 |
6560-4 Survey the building(s) and consider space utilization, space needs, and needed maintenance. |
5.3 |
6560-5 List ways in which you see the media center / library being used to further student learning. |
3.9 |
6560-6 How is training of bus drivers obtained? Who is responsible for the day-to-day safety and |
4.5 |
6560-7 Become familiar with the guidance program operating in the school. Explain how guidance is |
5.2 |
6560-8 Become familiar with the grading system and be able to give data supporting or opposing it. |
2.2, 3.9 |
6560-9 Become familiar with accounting and recording systems used for students. Describe their |
3.9 |
6560-10 Observe the work of custodians. Consider work schedules. Make appropriate recommendations for provision of greatest efficiency. How is the morale of your custodians? How could it be improved? |
5.3 |
EDUC 6080 - Leadership and the School Principal
| Artifact (8) | ELCC Standard |
6080-1 Develop and discuss a list of strategies or practices which might be used in your school to |
3.1 |
6080-2 Read from a variety of professional journals that are relevant to elementary or secondary school |
1.6 |
6080-3 What professional associations relate to principalship? What are their functions? Attend |
4.4 |
6080-4 Select at least three leadership issues and describe the leadership theory associated with each issue. |
1.3, 1.4, 1.5, 1.7, 6.1 |
6080-5 List the interpersonal leadership skills necessary to carry out daily tasks. |
1.2, 7.1 |
6080-6 How are lead teacher and department heads selected? What are their specific responsibilities? |
6.3 |
6080-7 Explain the importance of appropriate written, verbal, and nonverbal communication. |
7.2 |
6080-8 What interpersonal skills are needed for principal-superintendent relations to remain effective? |
7.1 |
EDUC 6100 - Practices of Instructional Supervision
| Artifact (9) | ELCC Standard |
6100-1 Conduct a survey of staff development activities available in your school district. Develop a |
4.1, 4.2 |
6100-2 Observe classroom instruction. Compare the instruction to the stated (or inherent) objectives, |
2.1, 3.2, 3.3, 3.7 |
6100-3 Note effective classroom procedures. How do these help in curtailing behavior (discipline) |
3.1 |
6100-4 Discuss testing procedures, minimum proficiency and graduation requirements for students. |
3.5, 3.9 |
6100-5 Draw a diagram of your school’s student assessment plan. Describe how data is collected, |
2.2, 3.2, 3.9 |
6100-6 What is the procedure for reporting classified and certificated personnel absences? |
6.3 |
6100-7 Develop a set of personal guidelines to be used when recruiting, selecting, and inducting new |
4.3, 4.5 |
6100-8 Obtain a copy of the evaluation form used by your district to evaluate the performance of |
3.7 |
6100-9 Describe your school/district’s mentoring plan for new faculty. Include provisions for obtaining |
4.1, 4.2, 4.5 |
EDUC 6890 - Elementary Public School Administrative Internship
| Artifact (20) | ELCC Standard |
6890-1 A minimum of 200 hours of supervised clinical experience is required in a public elementary school. Involvement in extracurricular activities (20 hours) and elementary special education (30 hours) is expected. A minimum of three seminars will be held during the semester for the purpose of interacting with other interns and the instructor regarding internship experiences and issues. Collection of Elementary Internship Artifacts is required as part of the candidates Professional Portfolio. |
12.1 |
6890-2 Describe written procedures in place at your site(s)to deal with the beginning and ending of school. What would you consider important information to be contained in such procedures? |
6.1, 6.3 |
6890-3 What motivational strategies are utilized by the administration to encourage personnel. |
4.2 |
6890- 4 Examine and evaluate the curriculum of the school. What procedures or processes are utilized |
1.4, 3.3, 3.4, 5.1 |
6890-5 Examine your school’s discipline management plan. Explain how the approaches to student |
5.1 |
6890-6 What types of supervisory techniques are used? What types of appraisal system is used for |
3.7, 4.3 |
6890-7 Explain your school’s adoption and utilization of new teaching strategies or approaches to teaching, learning, and assessment. What procedure is in place for textbook approval,ordering, and inventory control? |
5.1, 5.3, 8.2 |
6890-8 How does your school/district’s faculty development program operate? What drives professional |
4.1, 4.2 |
6890-9 Analyze the leadership styles (refer to literature regarding theories and styles of leadership obtained in EDUC 6080) used by the principal at the elementary site during your internship. Discuss why you labeled their style the way you did. |
1.5 |
6890-10 Assist with correspondence and suggest replies for letters if and when appropriate. Give a summary of your correspondence and the important items, which need attention when writing certain correspondence. |
7.2 |
6890-11 Write one management objective you feel needs to be completed by your intern school. Explain |
1.4 |
6890-12 Attend community council/PTA meeting. How important and how effective are these meetings |
7.1, 10.3, 10.4 |
6890-13 Develop a set of strategies for promoting parent and family involvement in the school. |
10.4 |
6890-14 Prepare a list of service learning activities in which your school might incorporate. |
10.2, 10.4 |
6890-15 Teach a mini-lesson in a regular classroom, special education, or counseling area with the aid |
5.1, 5.3 |
6890-16 Examine the school-wide plan for promoting a positive school culture. Include strategies for |
6.1, 6.4, 10.5 |
6890-17 Arrange to observe and evaluate a colleague utilizing a teacher evaluation form from your school. |
1.1, 1.4, 2.3, 3.1, 4.1 |
6890-18 With the permission of your mentor, conduct a mentoring session to assist a teacher in solving |
4.1, 4.2, 7.5, 7.1 |
6890-19 With the permission of your mentor, observe a conference involving a teacher, student or parent. |
2.4, 3.9, 5.1, 5.4, 7.3 |
6890-20 What was the most significant experience during your Elementary Internship? Please describe this and what impact this may have on your future role as an administrator. |
12.1 - 12.3 |
EDUC 6891 - Secondary Public School Administrative Internship
| Artifact (20) | ELCC Standard |
6891-1 A minimum of 200 hours of supervised clinical experience is required in a public secondary school. Involvement in extracurricular activities (40 hours) and secondary special education (30 Hours) is expected. A minimum of three seminars will be held during the semester for the purpose of interacting with other interns and the instructor regarding internship experiences and issues. Collection of Secondary Internship Artifacts is required as part of the candidates Professional Portfolio. |
12.1 |
6891-2 Analyze the leadership styles (refer to literature regarding theories and styles of leadership obtained in EDUC 6080) used by the principal at the secondary site during your internship. Discuss why you labeled their style the way you did. |
1.5 |
6891-3 Describe written procedures in place at your site(s) to deal with the beginning and ending of school. What would you consider important information to be contained in such procedures? |
6.1, 6.3 |
6891-4 What methods or strategies are used to effectively communicate with staff? Do you have |
7.2 |
6891-5 Obtain copies of job descriptions for support staff. Compare the job descriptions to forms used |
4.3 |
6891-6 Examine and evaluate scheduling problems within your school. Do you have any ideas of how to |
3.8, 5.5 |
6891-7 Examine and evaluate the curriculum of the school. What procedures or processes are utilized in |
1.4, 3.3. 8.2 |
6891-8 How does your school/district’s faculty development program operate? What drives professional |
4.1, 4.2 |
6891-9 Attend SEOP meetings. How important and how effective are these meetings to your school? |
10.4 |
6891-10 Select three regularly scheduled co-curricular or extracurricular activities conducted by your school (i.e. school plays, band concerts, athletic events, academic contests, etc.). List key staff involved in the activities and explain the roles played by the various staff members. Review and discuss the process of establishing the calendaring of events and activities at the school. |
4.3, 5.5, 6.3, 6.4 |
6891-11 How are intramural athletics facilitated at your school? Who schedules and coordinates this |
5.5, 6.3, 7.2, 7.4 |
6891-12 How are student activities such as driver training,foreign exchange programs, scholarships, |
6.3, 6.4 |
6891-13 What are the duties of the athletic director? Describe how athletic eligibility is enforced. Who is |
4.3, 6.3 |
6891-14 Teach a mini-lesson in a regular classroom, special education, or counseling area with the aid of the regular instructor. Attach lesson plan. |
5.1, 5.3 |
6891-15 Review the course/ program scheduling process with the school counselor and administrative team. |
3.1, 3.2, 3.5, 3.8 |
6891-16 Develop a school-wide plan for promoting a positive school culture. Include strategies for |
3.1, 6.1, 6.4, 10.5 |
6891-17 Describe the relationship between your school and the local police department in providing |
10.2, 10.3 |
6891-18 Arrange to observe and evaluate a colleague utilizing a teacher evaluation form from your school. Artifact ELCC Standard |
1.1, 1.4, 2.3, 3.1, 4.1 |
6891-20 What was the most significant experience during your Elementary Internship? Please describe this and what impact this may have on your future role as an administrator. |
12.1 - 12.3 |
EDUC 6892 - Capstone Public School Administrative Internship
| Artifact (10) | ELCC Standard |
6892-1 A minimum of 50 hours of supervised clinical experience is required at a school district office, |
12.1 |
6892-2 Revise your personal philosophy of educational leadership that was initially developed in EDUC |
1.6, 1.7, 11.6 |
6892-3 Attend at least two school board meetings. Write summary of the activities and decisions made. |
11.3, 11.7 |
6892-4 Select a school board policy that you, as a school administrator would like to modify or abolish |
11.7, 12.2 |
6892-5 Identify community agencies (Lion’s Club) which provide health, social and other services to |
5.4 |
6892-6 Identify various community agencies (DCFS, Police Department, Head Start, etc.) and report how |
10.1 |
6892-7 Attend three different community meetings and list ideas to consider in establishing more effective school-community communications. How supportive is your community? How can one tell the degree of support? Consider the importance of school / business partnerships. |
10.1, 10.2 |
6892-8 Complete Administrative/Supervisory Professional Work Sample. |
Program Requirement |
6892-9 Register and take the PRAXIS Administrative/ Supervisory Exam. Artifact ELCC Standard |
Program Requirement |
6892-10 What was the most significant experience during your Elementary Internship? Please describe this * Schedule a date to have your Administrative/Supervisory Exit Interview
|
12.1 - 12.3 |
Administrative/Supervisory
Professional ePortfolio
EDUC 6892 - Capstone Public School
Administrative Internship
Performance Guidelines and Standards
April, 2005
Administrative/Supervisory Professional ePortfolio
Each Administrative Intern will be required to submit a professional portfolio prior to being recommended for professional Administrative Licensure. The portfolio may be a hard copy or an e-folio. (See pgs. 39-43 of Handbook) The components of the portfolio in
1. An Educational Leadership philosophy statement.
In EDUC 6892 - Capstone Public School Internship you are to revise the philosophy statement you developed in EDUC 6540 - Organization of American Schools. Include the your revised philosophy in your ePortfolio.
2. Two artifacts and reflection commentaries for each ELCC component of the Artifacts Portfolio. One artifact will be assigned by the Department and one will be the candidate’s choice.
Selected Educational Leadership Artifacts and Commentaries
The ELCC Standards are correlated to artifacts under each course title. (See pages 18-39.)
| Department Selected: | Candidate Selected: |
1. Professional and Ethical Leadership 1.7 Manifest a professional code of ethics |
|
2. Information Management and The institution's program prepares school 2.1 Conduct needs assessment by collecting |
|
3. Curriculum, Instruction, Supervision, The institution's program prepares school 3.3 Base curricular decisions on research, |
|
4. Professional Development and 4.1 Work with faculty and other stakeholders to |
|
5. Student Personnel Services The institution's program prepares school 5.3 Develop and administer policies that provide a |
To Be Determined |
6. Organizational Management The institution's program prepares school 6.3 Implement appropriate management techniques
|
To Be Determined |
7. Interpersonal Relationships The institution's program prepares school 7.4 Promote multicultural awareness, gender |
To Be Determined |
8. Financial Management and Resource 8.2 Acquire and manage financial and material |
To Be Determined |
9. Technology and Information Systems The institution's program prepares school 9.1 Use technology, telecommunications and |
To Be Determined |
10. Community and Media Relations The institution's program prepares school 10.2 Articulate the district's or school's vision,
|
To Be Determined |
11. Educational Law, Public Policy The institution's program prepares school 11.1 Apply knowledge of federal and state |
To Be Determined |
12. Internship The internship provides significant 12.1 Requires a variety of substantial 12.2 Establishes relationships with school 12.3 Includes experiences with social service, |
None
None
None |
3. A Professional Resume - No longer that 2 pages.
Use the following template for your Professional Resume.
SUU Educational Leadership Resume Template
Name
Street, City, ST, Zip
Home: xxx-xxx-xxxx Cell: xxx-xxx-xxxx
email: xxx-xxx-xxxx
| Qualifications & Accomplishments |
• Three years experience as… |
|
| Education & Certification | Masters Degree in XYZ XYZ University, City, State Include relevant information on thesis, GPA, etc as appropriate. |
Year |
| Bachelor of XYZ in XYZ XYZ College, City, State Include relevant information... |
|
|
| Administrative/Teaching License XYZ University, City, State |
|
|
| Employment History | Job Title, School District or Company • Include major job responsibility • Include major job responsibility |
|
| Job Title, School District or Company • Include major job responsibility • Include major job responsibility • Include major job responsibility |
Year - Year |
|
| Job Title, School District or Company • Include major job responsibility |
Year - Year |
|
| Professional Associations | • Vice President, XYZ Association for XYZ • Member, XYZ Association • Former Officer, National Association of XYZ |
|
| References | Name Job Title, School District or Company Address Email Telephone |
|
| Name Job Title, School District or Company Address Email Telephone |
||
| Name Job Title, School District or Company Address Email Telephone |
4. The ePortfolio must meet the minimum score requirement on the scoring rubric of 50 out of 75 points. Score can contain no more than three, 1 point scores.
Sample - ePortfolio Scoring Rubric
Student Date
Item/Standard 1
Demonstrates limited understanding and implementation of the artifact.2
Demonstrates considerable understanding and implementation of the artifact.3
Demonstrates exceptional understanding and implementation of the artifact.Statement of Educational
Leadership Philosophy
2 Page Professional Resume
1. Professional and Ethical
Leadership
ELCC Standard 1.7
Student Choice
2. Information Management
and Evaluation
ELCC Standard 2.1
Student Choice
3. Curriculum, Instruction,
Supervision and the Learning
Environment
ELCC Standard 3.3
Student Choice
4. Professional Development
and Human Resources
ELCC Standard 4.1
Student Choice
5. Student Personnel Services
ELCC Standard 5.3
Student Choice
6. Organizational Management
ELCC Standard 6.3
Student Choice
7. Interpersonal Relationships
ELCC Standard 7.4
Student Choice
8. Financial Management and
Resource Allocation
ELCC Standard 8.2
Student Choice
9. Technology an Information
Systems
ELCC Standard 9.1
Student Choice
10. Community and Media
Relations
ELCC Standard 10.2
Student Choice
11. Educational Law, Public
Policy, and Political Systems
ELCC Standard 11.1
Student Choice
Total Points
Grand Total
Scoring Guide: 50 points required for passing with no more than 3 - 1's in any category.
Reviewer Name:
Date Reviewed:
Educational Leadership Program
Southern Utah University
Administrative/Supervisory
Professional Work Sample
EDUC 6892 - Capstone Public School
Administrative Internship
Performance Guidelines, Standards, and Indicators
April, 2005
Overview of the Six Work Sample Components
The Administrative/Supervisory Professional Work Sample may be likened to the Bar Exam lawyers must take before they can qualify to become licensed to practice law. The Administrative / Supervisory Professional Work Sample provides you an opportunity to use the experience you have had in courses, internships, and administrative practice to make critical judgments and decisions.
Acting in the role of school administrator, you will address 6 components and respond to a variety of questions. Your performance will provide evidence of your ability to exercise effective school leadership by meeting the standards related to SUU's Professional Education Unit's outcomes for school and district administrators.
Component One: Assessing Your Educational Context
The candidate collects information about his/her school's community, students, organizational structure, and curriculum. The candidate then analyzes how these factors impact student learning.
Component Two: Surveying the Larger Context
The candidate collects information about a statewide, regional, or national issue/trend that impacts student learning in his/her school district. The candidate describes the impact, how he/she mobilized a response and collaborated with people outside the school to address the issue/trend, and how the experience has shaped his/her leadership practice.
Component Three: Addressing Barriers to Student Learning
The candidate collects information about a significant barrier to student learning within his/her school or district, including information on the affected students, the stakeholders involved, and the candidate's strategy for addressing the barrier. The candidate then reflects upon what went well and why, and how he/she might handle the situation differently when a similar situation arises in the future.
Component Four: Supporting Personnel
The candidate collects information on how he/she has supported the professional growth of a staff member. The candidate analyzes how he/she communicates and collaborates with the staff members, describes the professional development opportunities he/she has made available to them, and explains how he/she develops growth opportunities for other school staff.
Component Five: Resolving Conflict
The candidate collects information regarding a conflict in his/her school or district over the allocation of resources. The candidate defines the conflict, explains his or her objectives for the resolution, and explains the strategic planning process used and the outcomes achieved in addressing the conflict.
Component Six: Collaborating with Families and Community
The candidate collects information about the communities and families in his/her school or district, and explains how their needs help shape his/her practice. The candidate describes partnerships the school has established within the community, with a specific family, and with groups of families, then discusses how he/she has worked to establish a school or district culture that promotes collaboration with the surrounding community.
ELCC Standards Targeted for the Administrative/Supervisory Professional Work Sample
Southern Utah University's Educational Leadership Program prepares school leaders who demonstrate an understanding of, and the capability to:
1.3 Frame, analyze, and resolve problems using appropriate problem solving techniques and decision making skills (e.g. identify problem, seek and analyze problem factors, collect and organize relevant information, identify causes, seek creative solutions, apply ethical standards, determine best solution with others when appropriate.)
1.4 Initiate, manage, and evaluate the change process.
2.1 Conduct needs assessment by collecting information on the students; on staff and the school environment; on family and community values, expectations, and priorities; and on national and global conditions affecting schools.
2.2 Use qualitative and quantitative data to inform decisions, to plan and assess school programs, to design accountability systems, to plan for school improvement, and to develop and conduct research.
2.3 Engage staff in an ongoing study of current best practices and relevant research and demographic data, and analyze their implications for school improvement.
2.4 Analyze and interpret educational data, issues, and trends for boards, committees, and other groups, outlining possible actions and their implications.
3.2 Develop collaboratively a learning organization that supports instructional improvement, builds an appropriate curriculum, and incorporates best practice.
3.3 Base curricular decisions on research, applied theory, informed practice, the recommendations of learned societies, and state and federal policies and mandates.
4.1 Work with faculty and other stakeholders to identify needs for professional development to organize, facilitate, and evaluate professional development programs, to integrate district and school priorities, to build faculty as resource, and to ensure that professional development activities focus on improving student outcomes.
4.2 Apply adult learning strategies to professional development, focusing on authentic problems and tasks, and utilizing mentoring, coaching, conferencing, and other techniques to ensure that new knowledge and skills are practiced in the workplace.
5.1 Apply the principles of student growth and development to the learning environment and the educational program.
5.3 Develop and administer policies that provide a safe school environment and promote student health and welfare.
5.4 Address student and family conditions affecting learning by collaborating with community agencies to integrate health, social, and other services for students.
6.2 Apply a systems perspective, viewing schools as interactive internal systems operating within external environments.
7.3 Apply appropriate communication strategies
7.4 Promote multicultural awareness, gender sensitivity, and racial and ethnic appreciation.
8.2 Acquire and manage financial and material assets, and capital goods and services, allocating resources according to district or school priorities
9.2 Apply and assess current technologies for school management and business procedures.
10.1 Analyze community and district power structures, and identify major opinion leaders and their relationships to school goals and programs.
10.2 Articulate the district's or school' vision, mission, and priorities to the community and media, and build community support for district or school priorities and programs (e.g. form collaborative relationships with businesses, citizen groups, neighborhood associations, social service agencies, parent organizations, advocacy groups, universities, and religious institutions, etc.)
10.3 Communicate effectively with various cultural, ethnic, racial, and special interest groups in the community.
10.4 Involve family and community in appropriate policy development, program planning, and assessment processes.
11.4 Describe the processes by which federal, state, district, and school-site policies are formulated, enacted, implemented and evaluated, and develop strategies for influencing policy development.
11.5 Make decisions based on the moral and ethical implication of policy options and political strategies.
Guidelines for the Administrative Leadership
Professional Work Sample
The Vision:
Successful administrative candidates support professional and student growth and learning by designing a work sample that provides credible performance, and evidence of their ability to exercise effective school leadership, by meeting the standards related to SUU's Professional Education Unit's outcomes for school and district administrators. These standards are based on the standards from the Educational Leadership Constituent Council (ELCC).
Because the development of the work sample is grounded in the ELCC standards, the exercise will cause candidates to explore and become involved in the most important aspects of school leadership, teaching and learning, collaboration with stakeholders, consensus building, and all the other tasks that are important in ensuring the success of all students and teachers. Furthermore, participation in the work sample exercise provides the candidate an opportunity to document the actions taken to reach these standards and to reflect on his/her leadership role. Both documentation and reflection are important skills for school leaders to master. Finally, the work sample will provide candidates invaluable evidence to the work done in making their schools responsive to the needs of the students, teachers, parents, and community at large.
Your Assignment:
Complete each of the six components of the Administrative Leadership Professional Work Sample. Each component consists of four commentary parts and one reflection part.
Commentary Parts
1. Each has a set of questions to be answered (Maximum of 2 pages for each part)
2. Each commentary must be supported by artifacts or documents (A maximum of 5 pages.) Artifacts or documents can include, but are not limited to, a memo or letter, a meeting agenda, a journal or newspaper article, or information posted to the Web, or similar items that support and/or give evidence to the response
Reflection Parts
1. Respond to the questions asked
2. No artifacts/documentation required
3. Look back on what was done and assess what was learned
4. How will this new knowledge be used in the future?
5. Analyze the strengths and needs of your school or district
Strategic Decisions
1. Pick the school or district that you know best
2. Collecting and selecting data
3. Be sure to support your written commentaries
4. Data should support particular aspects of your school or district that impacts student learning.
Writing style
1. Evaluation based on responsiveness to the questions and evidence of the relevant ELCC standards.
2. Evaluation not based on writing style or ability
Peer Review
1. Strongly suggested that you get an experienced colleague to help guide you through this process and review your work.
2. All written work must be completed by you.
Component One: Assessing Your Educational Context
The candidate collects information about his/her school's community, students, organizational structure, and curriculum. The candidate then analyzes how these factors impact student learning.
Part 1: The Community
| Questions: | 1. | What would you identify as the most significant features of the community in which your school or district exists? |
| 2. | How do these features affect student learning? |
|
| 3. | How do these features help shape your decision-making and your activities as a school/district leader? | |
| Documents: | 1. | Identify/document important features of the community that affect student learning and impacts you as a school leader. |
| 2. | Include demographic, historic, cultural, and other information to help you present a view of the community. Examples: census data, descriptions of economic factors or trends, newspaper clippings. |
Part 2: The Students
| Questions: | 1. | What are the defining characteristics of the students in the school or district? |
| 2. | How do these characteristics affect student learning? | |
| 3. | How do these defining characteristics shape your decision-making and your activities as a school leader? | |
| Documents: | 1. | Identify/document important characteristics of the students that affect student learning and impacts you as a school leader. |
| 2. | Include demographic, assessment, and other information the will help you accurately represent the students. Examples: AYP results, test results, letters to parents describing student needs, student comments, poll in newspapers (student or local). |
Part 3: Organizational Structure
| Questions: | 1. | What is the organizational structure of the school or district? |
| 2. | How does this structure influence your decision-making and your activities as a school leader? | |
| Documents: | 1. | Identify/document important features of the organizational structure of your school or district that affect student learning and impacts you as a school leader. Examples: table of organization or organizational chart, hiring policies, budgetary and/or procurement channels. |
Part 4: Curriculum, Instruction, and Assessment
| Questions: | 1. | What are the most significant aspects of the school's or district's curriculum, instruction, and assessments? |
| 2. | How do these identified aspects affect student learning? | |
| 3. | How do these aspects affect your decision-making and your activities as a school leader? | |
| Documents: | 1. | Identify/document significant aspects of the school's or district's curriculum, instruction, and assessments that affect student learning and impacts you as a school leader. Examples: curriculum outlines, professional development information on curriculum, instruction, and assessment, testing or assessment policies. |
Part 5: Reflection
| Questions: | 1. | What do you consider to be the greatest strengths of the system in which you work? |
| 2. | What do you consider to be the greatest challenges posed by the system? | |
| 3. | How do you draw on these strengths and address these challenges in order to promote the success of all students? |
Component Two: Surveying the Larger Context
The candidate collects information about a statewide, regional, or national issue/trend that impacts student learning in his/her school district. The candidate describes the impact, how he/she mobilized a response and collaborated with people outside the school to address the issue/trend, and how the experience has shaped his/her leadership practice.
Part 1: Identification and Evaluation
| Question: | 1. | Identify and describe a statewide, multi-state, or national issue/trend that negatively impacts student learning in your school or district. |
| Document: | 1. | Identify and describe the what, who, where, and when of the issue/trend. Examples: excerpts from newspaper/journal/magazine articles, communications with colleagues, business leaders, political organizations, religious leaders, community groups, and/or professional organizations, etc. |
Part 2: Impact on Student Learning
| Question: | 1. | Describe how student learning in your school or district is negatively impacted by this issue/trend. |
| Document: | 1. | Provide evidence of how this issue negatively impacts learning of all students or a subset of students in your school or district. Examples: communication from parents, teachers, and students, student work samples, teacher logs and lesson plans, etc. |
Part 3: Local Response
| Questions: | 1. | Explain how you and your staff responded to the issue/trend. |
| 2. | What was the impact of this response on student learning? | |
| Document: | 1. | Provide evidence of what you and your staff did in response to the negative impact that this issue/trend had on student learning in the impact of this response. Examples: deployments, letters to and from staff, communications to and from parents, etc. |
Part 4: Widespread Collaboration
| Question: | 1. | Explain how one collaborator from outside your school or district helped you to understand and/or respond to this issue/trend. |
| Document: | 1. | Provide evidence of your collaborative efforts outside your school or district as appropriate. Examples: letters, e-mails, logs of phone conversations, journal entries, notes from conferences/seminars/workshops, etc. |
Part 5: Reflection
| Questions: | 1. | What have you learned from your experience addressing this issue/trend that has shaped your school leadership practices? |
| 2. | How will you use this knowledge to anticipate and respond to statewide, multi-state, or national issues/trends in the future? |
Component Three: Addressing Barriers to Student Learning
The candidate collects information about a significant barrier to student learning within his/her school or district, including information on the affected students, the stakeholders involved, and the candidate's strategy for addressing the barrier. The candidate then reflects upon what went well and why, and how he/she might handle the situation differently when a similar situation arises in the future.
Part 1: Three Barriers to Student Learning
| Questions: | 1. | Identify and describe three significant barriers to learning for either students or subsets of students in your school or district. |
| 2. | Why are these barriers significant? | |
| 3. | What is their impact on student learning? | |
| Document: | 1. | Identify and describe three significant barriers to student learning in your school or district. Examples: minutes from a parent organization meeting, counselor referrals, notes from meetings with teachers and/or parents, relevant budgetary information, etc. |
Part 2: The Students
| Questions: | 1. | Choose one of the three barriers that you have worked to remove or reduce. |
| 2. | Describe the students most affected by the barrier. | |
| 3. | What were the learning needs of these students? | |
| 4. | How did this barrier keep these needs from being met? | |
| Documents: | 1. | Demonstrate the extent to which a specific barrier impacts student learning. |
| 2. | Describe the affected students and their learning needs. Examples: comparative test data, samples of student work, demographic information, and communications with parents or other teachers, etc. |
Part 3: The Stakeholders
| Questions: | 1. | Identify the other stakeholders (i.e. parents, teachers, community members, other students) that you considered in addressing the barrier. |
| 2. | What role did they play with respect to the barrier? | |
| 3. | How did you involve them in understanding and addressing the barrier? | |
| Documents: | 1. | Identify the other stakeholders involved with the barrier and describe the role they played in addressing the barrier. Examples: letters from parents or other affected community members, a newspaper editorial, minutes from a faculty or community council meeting in which the barrier was discussed. |
Part 4: Strategy for Addressing the Barrier
| Questions: | 1. | Describe the strategy that was used to address this barrier. |
| 2. | Why was this strategy selected? | |
| Document: | 1. | Explain the strategy chosen to address the barrier and the rationale for selecting it as a strategy. Examples: an action plan, newsletters, curriculum maps, and/or scheduling information, etc. |
Part 5: Reflection
| Questions: | 1. | Reflect on your experience addressing this barrier by explaining what worked well, and what you would do differently if given the opportunity. |
| 2. | What have you learned from this experience that you can apply to other barriers you may face in the future? |
Component Four: Supporting Personnel
The candidate collects information on how he/she has supported the professional growth of a staff member. The candidate analyzes how he/she communicates and collaborates with the staff members, describes the professional development opportunities he/she has made available to them, and explains how he/she develops growth opportunities for other school staff.
Part 1: Setting Goals for Staff Development
| Questions: | 1. | Describe the collaborative process that led to the establishment of two goals for a specific staff member in your school or district. |
| 2. | What were the two goals? | |
| 3. | Explain how these goals were related to student learning. | |
| Document: | 1. | Document and provide an insight into your ability to collaborate with the selected staff member regarding his/her professional development. Examples: notes from meetings with the staff member, classroom observation notes, curriculum/instruction/assessment information, journal entries, relevant letters from parents, students, etc. |
Part 2: Setting Goals and/or Objectives
| Questions: | 1. | Explain the overall approach to professional development for this staff member. |
| 2. | Describe one specific professional development activity that this staff member engaged in. | |
| 3. | Why was this activity chosen? | |
| 4. | Explain how this particular professional development activity focused on student learning. | |
| Document: | 1. | Document how you and the staff member planned for and accessed professional development opportunities. Examples: description of the specific professional development activity, notes from planning session, agendas from professional development activities, journal entries, etc. |
Part 3: Monitoring Professional Growth
| Question: | 1. | To what extent did this professional development plan impact the staff member's performance and student learning? |
| Document: | 1. | Document how you and the staff member monitored the effectiveness of professional growth. Examples: staff member's journal notes, classroom observation notes, examples of student work, test scores or other assessment data, etc. |
Part 4: Development of Staff Communication and Collaboration Skills
| Questions: | 1. | Focus on the entire teaching staff or a significant subgroup such as teachers at a grade level, a subject matter department, or an interdisciplinary team. |
| 2. | For the group you have selected, describe one specific instance that shows how you developed effective communication and collaboration regarding teaching and learning issues. | |
| Document: | 1. | Describe one specific example of how you planned for and provided opportunities for staff to establish and develop communication and collaboration skills. Examples: notes from meetings, plans for work teams, letters from your staff to parents, etc. |
Part 5: Reflection
| Questions: | 1. | What have you learned from your experiences working with the individual staff member and with the larger group you identified? |
| 2. | What experiences will help you in the future to create a positive learning environment so that student learning is enhanced? |
Component Five: Resolving Conflict
The candidate collects information regarding a conflict in his/her school or district over the allocation of resources. The candidate defines the conflict, explains his or her objectives for the resolution, and explains the strategic planning process used and the outcomes achieved in addressing the conflict.
| Considerations: | Be sure to choose an issue that: |
| Directly and substantially involved you as a facilitator of the resolution effort. | |
| Focused on resources with directly and significantly impacted student learning. | |
| Endured over a span of time. | |
| Involved two competing persons or groups. | |
Required you to use your problem-solving and conflict-management skills. |
Part 1: Identification and Definition of the Issue
| Questions: | 1. | Identify two or more opposing individuals, groups, or factions who have competing claims over the allocation of resources. |
| 2. | What was the claim regarding the allocation of resources in which they were involved? | |
| 3. | What were the potential educational impacts of allocating the resources in the various ways advocated by the contending parties? | |
| Documents: | 1. | Identify the contending parties, the causes of the competing claims, its extent, the educational impact of proposed resource allocations, and the specific resources at stake (personnel, time, finances, space, technology, etc.). Examples: agendas, notes/minutes from conversations and meetings with those involved, memoranda from contending parties, copies of policies, etc. |
Part 2: Setting Goals and/or Objectives
| Questions: | 1. | What were the educational goals and/or objectives for student learning that influenced the conflict resolution process? |
| 2. | How were these goals and/or objectives identified? | |
| Document: | 1. | Relate to educational goals and objectives for student learning that influence the resolution process, and how those goals were identified. Examples: minutes of meetings, journal entries, notes from brainstorming sessions with stakeholders, conversations with relevant staff, etc. |
Part 3: Identification of Potential and/or Alternative Resources
| Questions: | 1. | In beginning to address this issue, what were all the potential resources that were available? |
| 2. | How were these potential resources identified? | |
| 3. | Why were these resources considered? | |
| 4. | If applicable, make sure that your response explores the full range of financial, human, and material resources available to you. | |
| Documents: | 1. | Provide evidence of the available resources for resolving the claims Examples: advice/input from procurement and/or allocation officers, notes from planning meetings, budgetary documents, space allocation notes, etc. |
Part 4: Conflict Resolution
| Questions: | 1. | What process was used to move the competing parties toward resolution? |
| 2. | Explain how you facilitated the negotiation and collaboration of those involved in the conflict. | |
| Document: | 1. | Provide evidence of the process used to resolve the issue. Examples: note and minutes from meetings, journal entries, letters, anecdotal records of collaborative efforts, etc. |
Part 5: Reflection
| Questions: | 1. | Recall what, in your opinion, were the keys for the eventual outcome. |
| 2. | What did you learn from this experience that you could apply to future, similar situations? |
Component Six: Collaborating with Families and Community
The candidate collects information about the communities and families in his/her school or district, and explains how their needs help shape his/her practice. The candidate describes partnerships the school has established within the community, with a specific family or with groups of families, then discusses how he/she has worked to establish a school or district culture that promotes collaboration with the surrounding community.
Part 1: Community Partnership
| Questions: | 1. | Describe one partnership that you, either individually or as a part of a team, have developed between your school/district and area businesses, institutions of higher education, and/or other community groups/leaders that had a significant impact on student learning in your school/district. |
| 2. | Explain and evaluate the specific impacts that this partnership had on student learning. | |
| Document: | 1. | Document a specific partnership that you, either individually or as part of a team, developed. Examples: flyers, school to work documents, peer counseling plans/outcomes, letters, etc. |
Part 2: Partnership with a Family
| Questions: | 1. | Describe and explain the ways in which you worked with a student's family in an ongoing way to help the student with a specific learning challenge or help the student excel in an area of strength. |
| 2. | Explain and evaluate how working with this family focused on the leaning needs of the student and the specific impacts that this partnership had on this student's learning. | |
| Document: | 1. | Document the partnership that you developed with the family. Examples: letters from parents or extended family members, communications with siblings, information provided by coaches, other teachers, community members, etc. |
Part 3: Partnership with a Group of Families
| Questions: | 1. | Describe and explain the ways in which you worked with a group of families to help students with a specific learning challenge or to help students excel in an area of strength. |
| 2. | Explain and evaluate the specific impacts that this partnership had on the students' learning. | |
| Document: | 1. | Document the ways in which you worked with a group of families. Examples: letters from parents or extended family members, communications with siblings, information provided by coaches, other teachers, community members, etc. |
Part 4: Establishing a Culture that Promotes Collaboration
| Questions: | 1. | How have you established or facilitated a culture among school/district staff that encourages and promotes effective collaboration with the surrounding community? |
| 2. | Give an example of how and when communication and collaboration between your staff and the community advanced student learning. (The focus of these questions is on your staff's collaborative activities and how you supported those efforts. Do not repeat what was discussed in Parts 1-3.) |
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| Document: | 1. | Explain how you established and supported a culture of communication and collaboration with the surrounding community. Examples: notes/minutes from meetings, letters from parents/community members, action plans for gathering input and feedback from the community, etc. |
Part 5: Reflection
| Questions: | 1. | Evaluate your strengths and weaknesses as a communicator and collaborator. |
| 2. | What particular settings or forums allow you to be at your best? Explain why. |