Practicum/Internship Handbook

Internship Handbook for the PK-12 Principal/ PK-12 Supervisor of Special Education License

University of Northern Iowa Department of Educational Leadership, Counseling, and Postsecondary Education Schindler Education Center 508 Cedar Falls, IA 50614-0604 (319) 273-2605 (Office) FAX: (319) 273-5175

Mission Statement

The Educational Leadership Faculty at the University of Northern Iowa develop and nurture reflective Leaders of Learning, Service, and Change who positively impact student achievement and school improvement. Revised Fall 2009

2 Table of Contents Internship Handbook

The Purpose of the Internship 3 Overview of the Internship 3 Guidelines for the Internship 4 Internship Requirements for the PK-12 Principal/PK-12 Supervisor of Special Education License 5 Mentor Responsibilities 7 Mentor Stipends 8 Intern Responsibilities 9 UNI Faculty Field Supervisor Responsibilities 10 Stages of the Internship 11 Appendices 13 Intern Contact Information 14 Mentor Contact Information 15 Mentor Contract Form 16 Supplier Information Form 18 Course-Assigned Course-Assigned Internship Experiences 20 Course-Assigned Internship Reflection Form 22 Course-Assigned Internship Log 24 Site-Determined Site-Determined Internship Experiences 27 Internship Plan Worksheet 40 Internship Plan Approval Form 44 Site-Determined Internship Reflection Form 45 Site-Determined Internship Log 47 Internship Skill Formative/Summative Assessment Form 50 Resources Student Management System (SMS) Instructions Iowa Standards for School Leaders

3 The Purpose of the Internship…………………………..

The purpose of the UNI Internship component of the UNI Principalship Preparation Program is to bridge the gap between theory and practice. Internship is designed to build on previous academic and experiential learning. During the internship, educational leadership experiences are required to be completed by each internship student. It will be necessary for each student to collaboratively plan experiences with their mentor and the UNI Faculty Field Supervisor that are aligned with the Iowa

Standards for School Leaders (ISSL). The plan is to be approved by the Faculty Field Supervisor, mentor, and UNI Faculty. Guidelines for internship experiences and an internship plan worksheet are included in this handbook. Overview of the Internship………………………………….

Internship for the PK-12 Principal/PK-12 Supervisor of Special Education License is a five-credit hour field-based clinical experience distributed throughout the program that takes place in a local school setting. This internship experience is supervised by a local, active, certified school administrator

(mentor) in partnership with a UNI Faculty Field Supervisor. A minimum of 425 hours of internship work in the local district setting is required of each participant enrolled in internship. Of the 425 hours, 225 hours are site determined internship experiences that have collaboratively been determined by the Faculty Field Supervisor, mentor and intern. All interns will complete an internship plan in conjunction with their mentor(s) and the UNI Faculty Field Supervisor for the Site-Determined

Internship.

Interns will also be assigned 200 hours of internship work in their coursework. These internship experiences are considered Course-Assigned Internship.

All internship experiences are to be aligned with the Iowa Standards for School Leaders (ISSL) as required for the PK-12 Principal/Special Education Supervisor License.

4 Guidelines for the Internship (Site Determined) …………

1. The internship experiences are often completed in the attendance center or school system where the intern is employed. However, interns are highly encouraged to work in other schools within or outside their districts as time permits to expand their understanding of school leadership. It is the responsibility of the interns to obtain approval for their internship by securing the permission of an appropriately certified active administrator(s) to serve as mentor(s). However, UNI Faculty members are available to help interns select mentors, if requested. During the first semester of the intern’s enrollment in the UNI Principalship Program, a faculty member from the UNI Educational Leadership Program will visit interns and their mentors for face-to-face meetings at the mentors’ schools to discuss how the internship will operate. 2. All internship plans must bring the interns into a direct working relationship with individuals and/or groups and must consist of authentic tasks that are clearly representative of educational leadership aligned with the ISSL Standards. Interns are required to utilize the ISSL STANDARDS (found in this handbook) when developing their site-determined internship plans. 3. The Site-determined Internship plan will be developed during the first semester of the UNI Principalship Preparation Program. Internship planning will be done in collaboration with the intern, mentor, and the UNI Faculty Field Supervisor. Internship Plans are to be submitted to the Faculty Field Supervisor before the end of the first semester. 4. It is the intent of the UNI Faculty Field Supervisor to visit the school site of each intern during each fall and spring semester of the intern’s participation in the UNI Principalship Preparation Program. The UNI Faculty Field Supervisor expects mentors to evaluate interns each semester using forms provided in this handbook. Each semester the UNI Faculty Field Supervisor will visit privately with the mentor to review the intern’s performance before meeting with both the mentor and intern to reflect on the intern’s current progress with his/her internship. At this time, internship plans may be revised, if needed, to more individually meet the developmental needs of the intern. 5. Mentors may communicate with UNI Faculty and UNI Faculty Field Supervisor at any time through e-mail, phone calls, or requests for additional meeting times.

5 Internship Requirements for the PK-12 Principalship/PK-12 Supervisor of Special Education License…………………...

Number of Required Internship Hours (Course-Assigned Internship and Site-Determined Internship)

o Course-assigned internship - Interns will complete a minimum 200 hours. o Site-determined internship - Interns will complete a minimum 225 hours of special education, elementary and secondary internship experiences created with mentors and aligned with the Iowa Standards for School Leaders. Included within the total 225 hours of internship, intern should complete 100 hours in his/her current endorsement area (elementary, middle school, high school). For example, a high school teacher would complete 100 internship hours in high school and 75 hours in an elementary school. The intern would also complete 50 hours in special education. All interns, regardless of endorsement area, must complete a minimum of 15 hours in early childhood education (included within elementary hours). o The total of course-assigned and site-determined internship hours should be no less than 425 hours.

Reporting Internship Hours: Reflection Forms and Logs

o Interns will report all course-assigned internship hours and log via the Student Management System (SMS). See pages in Appendices section for directions on how to use the SMS. The Reflections section is not required of course-assigned experiences. o Interns will report all site-determined internship reflections, hours and log via the Student Management System (SMS). Mentors and UNI Faculty Field Supervisors will review the submissions each semester in a face-to-face meeting with the intern. o Interns need to write a brief summary and a brief reflection/critique of each site-determined internship experience. If experience covers more than one skill area, the reflection needs to address each skill area. o Interns are to complete internship activities each semester in the principalship preparation program. As the intern progresses through the program, internship experiences should become more authentic and require interns to use more highly developed and more complex leadership skills. o Interns are to provide mentor and UNI Faculty Field Supervisor with copies of reflections copied off the SMS. o Interns need to provide their mentors and UNI Faculty Field Supervisor with copies of all their internship submissions.

Evaluation of the Intern’s Progress. At the end of each fall and spring semester, the mentor will evaluate the intern’s progress utilizing the assessment form found at the end of Internship section Appendices of the Handbook. The following are talking points for discussion: o What experiences went well for your intern this semester? o What experiences did not go so well for your intern this semester? o How can the UNI Faculty Field Supervisor help?

6 o Do you reflect with the intern on a regular basis to encourage growth and development through self-evaluation? What has been the reflection focus during this evaluation period? o Has your intern shared his/her Internship experiences with you on a regular basis? Are his/her submissions up to date? o How many hours of site-determined internship did your student complete this semester? ______o Please rate the quality of your intern’s work for this semester using a scale of 1-10 (10 being the highest and 1 being the lowest). ______

7 Mentor Responsibilities…………………………………… The Mentor:

1. Assists the intern in the development and implementation of the internship plan.

2. Completes mentor contract form and returns to Marlene Shea on or before October 1.

3. Collaboratively approves the internship plan, which includes a selection of specialized experiences that are aligned with the ISSL Standards, with the UNI Faculty Field Supervisor.

4. Provides supervised work experiences as outlined in the internship plan, reviews reflections for accuracy, and completes confidential semester evaluations (fall and spring semester) of the intern's work.

5. Provides the leadership necessary to ensure that the intern's role is fully understood by the Board of Education, faculty, and students, as appropriate.

6. Gives support and guidance and opens the doors that provide opportunities for the intern to gain those experiences that will enhance the quality of the internship experience.

7. Conducts periodic review sessions with the intern to discuss what has been accomplished and provides the intern feedback regarding his/her internship experiences.

8. Provides release time, if at all possible, in order for the intern to complete authentic tasks associated with the Principalship/Special Education Supervisor.

9. Communicates with UNI Faculty Field Supervisor as needed.

10. Prepares semester assessments (forms may be found on page 50) for intern at the end of each fall and spring semester. Forms must be thoroughly completed in order to qualify for semester mentor stipends. Semester evaluation forms will be included in the student’s confidential intern folder kept by the UNI Educational Leadership Program.

11. A sample of the Mentor Contract is included. A typed copy with your intern’s name will be mailed to you for your signature and return to Marlene Shea. Marlene also needs a completed Mentor Contact Form, a completed Supplier Form with full name including middle initial, home address, social security number, and a recent resume. UNI requires this information before stipend payments can be sent to mentors.

12. No immediate family member will be allowed to mentor an intern, unless person chooses to mentor for no pay.

8 Mentor Stipends…………………………………......

1. The intern’s designated mentor will receive $200.00 per semester (fall and spring) for mentoring a UNI intern if the following requirements are met:

a. The payment of mentor stipends is dependent upon the mentor completing and submitting

1) a mentor contact form,

2) completed Mentor Contract form (this will be mailed to you for signature and return) (please DO NOT date the form),

3) one Supplier Form (first semester only),

4) a recent resume (first semester only),

5) a quality intern evaluation submitted during a meeting with the UNI Faculty Field Supervisor each semester. Due dates for submission are February 1 and June 1. Mentor stipend payments will be received 4-6 weeks after the February 1 or June 1 due date for submission.

b. Mentors must have all required paperwork filed with the Secretary, Marlene Shea, as stated in items 10 and 11 under Mentor Responsibilities on page 7.

c. If (a) and (b) above have not been met, the University will not authorize payment of stipend.

9 Intern Responsibilities……………………………………… The Intern:

1. Follows and abides by all of the rules, guidelines and policies of the school district and maintains absolute confidentiality and ethical standards.

2. Completes Intern Contact form and returns to Marlene Shea ([email protected]) on or before October 1.

3. Accepts the primary responsibility for cooperatively developing the site-determined internship plan that is acceptable to both the mentor and UNI Faculty Field Supervisor. Plan is due in Educational Leadership office on or before the end of intern’s first semester of study.

4. Submits signed Internship Plan Approval Form to UNI Faculty Field Supervisor by December of first semester of study.

5. Maintains an open, cooperative relationship with the mentor and others involved with the internship.

6. Performs all elements of the internship in an exemplary manner.

7. Completes Site-Determined and Course-Assigned Internship reflection forms and the Internship Log in a timely and responsible manner each semester. Copies of reflection forms and logs are to be made available to the mentor and UNI Faculty Field Supervisor at each evaluation session. Logs are automatically updated when reflection forms are submitted via the SMS. The Principalship Administration Coordinator will access intern’s Student Management System files for office files.

8. Completes 225 hours of site-determined internship experiences and 200 hours of course- assigned internship hours as required by UNI to be eligible for the PK-12 Principal/Special Education Supervisor License. Internship experiences are to be completed during each semester of the Principalship Preparation Program. See page 5 for specific breakdown of hours. Interns record only Course-Assigned Internship hours via the SMS and no reflection is required. However, all information requested on the Site-Determined Reflection form must be submitted.

9. Initiates conversations with mentor about how to help with educational leadership responsibilities at school site. Takes the initiative to be involved in all school activities and functions.

10. Utilizes professional days to visit schools in other school districts to observe and work with school leaders in a different school context.

10 UNI Faculty Field Supervisor Responsibilities……………………………………… The Faculty Field Supervisor:

1. Works with intern and mentor to develop and review internship plan. This occurs the first semester of the student’s program.

2. Approves internship plan developed by intern and mentor. On or before the end of the first semester of study, the UNI Faculty Field Supervisor sends one copy of plan and Internship Plan Approval Form to Marlene Shea and retains one copy.

3. Coordinates and schedules meetings directly with mentors and interns.

4. Meets with mentor and intern a minimum of one time at the end of each fall and spring semester, to review and assess intern’s progress, discuss possible changes to internship plan, review intern’s reflection forms, and collect intern’s evaluation/assessment forms. Forwards one copy of all forms to Marlene Shea and retains one copy. Fall evaluation/assessment forms are to be sent to Ms. Shea by February 1; spring forms by June 1.

5. Confirms with Marlene Shea that all necessary paperwork from mentor has been received in order for UNI to process mentor stipend payment.

6. Meets with intern and mentor each semester to discuss Formative/Summative Evaluation/assessment. Forwards one copy to Marlene Shea and retains one copy.

7. Provides prompt and accurate communication to interns via the web and/or e-mail.

8. Answers questions regarding the Professional Portfolio.*

* For specific directions and requirements in compiling Portfolio, please refer to the Portfolio Handbook found in the last section of this Handbook.

11 Stages of the Internship……………………………………

Stage 1: Preparing for the Internship - Assessment (Completed in the Orientation course)

 Complete and submit Intern Contact Form to Educational Leadership office and UNI Faculty Field Supervisor.  Choose the school/district site and mentor for your internship.  Use the LSI I and II to begin formulating your professional development plan.  Write statements of your position and leadership goals to be included in your first draft of the critical element reflective research paper titled “My Philosophy of Educational Leadership.”  Obtain and analyze school/district assessments, improvement plans, etc.

Stage 2: The Internship Plan

 Develop your Internship Plan using the Internship Plan Worksheet found in this Handbook. Choose one or more activities in each of the 38 skill and experience areas under ISSL. [Course-assigned internship experiences are not included within the Internship Plan.]  Meet with mentor to reach consensus on the planned activities and plan local project(s) and various service activities.  Present internship plan and Plan Approval Form to mentor(s) and UNI Faculty Field Supervisor by the end of the first semester of study.

Stage 3: Implementation

 Implement planned internship activities/experiences and document.  Reflect on your intern experiences and your leadership practice, using the Internship Reflection Form, found in the Student Management System. See page 52 in Appendices which will guide you in using the SMS system. Your hours by Skill areas will automatically be logged when you use the SMS. (See items 7 and 8 on page 9 for details in completing Reflection forms.)  Monitor progress and adjust the activities throughout this stage.

12 Stage 4: Evaluation - The Internship

Throughout the Internship, students will complete Course-Assigned and Site- Determined Reflection forms which will provide evidence of fulfilling the hours required and development of the 38 skill areas via the Student Management System (SMS).

Requirements:

A minimum of 200 hours of Course-Assigned Internship Experiences – Recorded in the Course-Assigned Reflection Forms, which generates the Course-Assigned Internship Log via the Student Management System (SMS). Please note that you are not required to complete the Reflection section on the Course-Assigned Internship forms. You will only need to record experience, standard and hours.

A minimum of 225 hours of Site-Determined Internship Experiences – Site-Determined Reflection Forms must address all 38 skill areas. Hours are to include 15 hours in early childhood (may be included in the required elementary hours); 100 hours in major area of emphasis (elementary or secondary); 75 hours in minor area (elementary or secondary); and 50 hours in special education. A Site-Determined Internship Log will be generated by the Student Management System (automatically taken from the Site- Determined Reflection Forms) which verifies completion of the required hours.

Completion Timeline:

The Internship, utilizing the Student Management System, must be completed by the first week in April or the first week in November (the last semester of the student’s program). Exact dates will be communicated to all students by the Administration Coordinator.

13 APPENDICES

14 Intern Contact Information

Please Print Information to the following items

Name of Intern ______

Cohort ______

Home Address ______

City/State/Zip ______

Home Telephone & Cell Phone ______

Home E-mail Address ______

School Phone ______

School Name and Address ______

School E-mail Address ______

Indicate the e-mail address you would like us to use on the mailserv ______

School Position ______

Name of Mentor: ______[ Please print ]

Please send as an attachment via e-mail to [email protected] or mail to Marlene Shea Department of Educational Leadership, Counseling, and Postsecondary Education 508 Schindler Education Center University of Northern Iowa Cedar Falls, IA 50614-0604

15 Mentor Contact Information

Please Print Information to the following items

Name of Mentor______First Name Middle Initial Last Name Title of Mentor: ______

Mentor’s Social Security Number ______

Mentor’s Home Address ______

Mentor’s Home Telephone & Cell phone ______

Mentor’s School Name and Address______

Mentor’s School Telephone ______

E-mail Address where you prefer to be reached ______

Name of Intern: ______

To be eligible for mentor stipend, you must also submit an updated resume [with full given name and home address], provide your social security number, submit one Supplier Information Form, return signed copy of the Mentor Contract Form that will be mailed to you separately, and each semester submit your Internship Skill Formative/Summative Assessment Form. Send as an attachment via e-mail or via U.S. mail to address noted below.

Please send this form – plus resume – as an attachment via e-mail to [email protected] or mail to Marlene Shea Department of Educational Leadership, Counseling, and Postsecondary Education 508 Schindler Education Center - University of Northern Iowa Cedar Falls, IA 50614-0604

16 Mentor Contract Form

Please sign (but do not date) the individual Mentor Contract form that you will receive in the mail for each student you are mentoring and mail to Marlene Shea Department of Educational Leadership, Counseling, and Postsecondary Education University of Northern Iowa Cedar Falls, IA 50614-0604

SAMPLE ON NEXT PAGE

This form is necessary to be eligible for mentor stipend.

17 Mentor Contract SAMPLE

This agreement is made between the University of Northern Iowa and (referred to as contractor). This agreement shall be in effect between the dates of ______. The contractor agrees to perform the following services. Mentor Responsibilities…………………………………… The Mentor: 1. Assists the intern in the development of the internship plan and makes a commitment to helping the intern implement an individualized internship plan. 2. Collaboratively approves the internship plan, which includes a selection of specialized experiences that are aligned with the ISSL Standards, with the UNI Faculty Field Supervisor. 3. Provides supervised work experiences as outlined in the internship plan, reviews verification forms for accuracy, and completes confidential semester evaluations of the intern's work. 4. Provides the leadership necessary to ensure that the intern's role is fully understood by the Board of Education, faculty, and students, as appropriate. 5. Gives support and guidance and opens the doors that provide opportunities for the intern to gain those experiences that will enhance the quality of the internship experience. 6. Conducts periodic review sessions with the intern to discuss what has been accomplished and to provide the intern feedback regarding his/her internship experiences. 7. Provides release time, if at all possible, in order for the intern to complete authentic tasks associated with the Principalship/Special Education Supervisor. 8. Communicates with UNI Faculty Field Supervisor as needed. 9. Prepares semester assessments at the end of each fall and spring semester for intern. Forms must be thoroughly completed in order to qualify for semester stipends. Semester evaluation forms will be included in the student’s confidential intern folder kept by the UNI Educational Leadership Program. 10. Provides Marlene Shea ([email protected]) with one (1) signed copy of mentor contract, a completed mentor contact form, a completed supplier form, social security number, and a recent resume (which includes your given name, middle initial and home address). UNI requires this information before stipend payments can be sent to mentors. 11. Immediate family members of intern will not be allowed to mentor an intern unless the person chooses not to be a paid mentor. Mentor Stipends…………………………………...... 1. The intern’s designated mentor will receive $200.00 per fall and/or spring semester for mentoring a UNI intern if the following requirements are met: a. The payment of mentor stipends is dependent upon the mentor completing and submitting a quality intern evaluation and meeting with the UNI Faculty Field Supervisor each semester. Due dates for submission are February 1 and June 1. [4-6 weeks for processing after due date] b. Mentors must have all required paperwork filed with Secretary, Marlene Shea, as stated in item #10 above. The contractor agrees to mentor the following student(s) @ $200.00 per student per fall and/or spring semester for the total amount payable of ______. Student(s) to be mentored by contractor:

This agreement is executed by the parties as of the date stated at the beginning. By University of Northern Iowa Contractor Signature Title Admin Coord Ed Lead Programs__ Title ______Date Date January 2009 FOR OFFICE USE ONLY Fall ______Spring ______18 Supplier Information Form

Please fill out and sign the Supplier Information Form your first semester as a mentor and mail to Marlene Shea Department of Educational Leadership, Counseling, and Postsecondary Education University of Northern Iowa Cedar Falls, IA 50614-0604

This form is necessary for the Business Operations office to include you in the system to be eligible for mentor stipend.

You also have the option to Direct Deposit your mentor stipend. You will need to sign the Supplier Form a 2nd time if you wish to direct deposit.

19 20 Course-Assigned Internship Experiences

This is not an all inclusive list. Instructors may add or delete experiences as deemed appropriate. These experiences may not be used in your Internship Plan.

1. Complete the Life Skills Inventory I and II; Strengths Quest; Self Improvement Plan. [Orientation/Leadership] 2. Develop a School Environmental Scan. 3. Create a Professional Development Presentation. [Curriculum and Assessment] 4. Employment simulation. 5. Principal’s Evaluation. [Orientation/Leadership] 6. Complete a School Culture Analysis. 7. Create an Action Plan utilizing the Professional Learning Community concept. 8. Utilize scores from the Iowa Tests for instructional design purposes. 9. Analyze the role of classroom assessments in the district-wide assessment system. 10. Discuss least restrictive environment (LRE) with at least two stakeholders. [Special Education Law] 11. Manifestation Determination. [Special Education Law] 12. Analyze school district data Re: students eligible for IDEA and overrepresentation of minority students. [Special Education Law] 13. Observe/Participate in a problem solving or IEP Meeting. [Special Education Law] 14. Meet with community agencies and report on services available for students and their families. [School Law] 15. Analyze your school’s student handbook to review policy, rules, and procedures. [School Law] 16. Investigate a current Litigation from Iowa school districts, determine applicable law and precedents for the litigation, and prepare a presentation for your school district. [School Law] 17. Complete a budget simulation with your mentor. [School Law] 18. Principal/Superintendent Interview Summary. [Orientation/Leadership] 19. Create a monthly Calendar of Principalship Tasks. [Organization/Management] 20. Create a Communication Plan and multiple samples of communication pieces. 21. Utilize and demonstrate use of technology tools necessary for organizational management such as electronic grading, attendance, grade and homework communication with families, etc., utilizing Power Point, internet research, spreadsheet and database. [Organization/Management – Tool Box] 22. Book study group.

21 23. Conduct Classroom observations using Iowa’s Evaluator Approval Model. [Evaluator Approval] 24. Demonstrate Conferencing Skills. 25. Evaluate two teachers (one general education teacher and one special education teacher). Follow the site approved process for evaluating teachers based on Iowa’s Teaching Standards including artifact collection, classroom observations, and conferencing. [Evaluator Approval] 26. Using the IA Professional Development Standards as a guide, develop a plan with two teachers to target instructional improvement based on student achievement data. [Curriculum and Assessment] 27. Problem Solving/QIC decide activity 28. Examine available data to provide formative and summative evaluation feedback to the teachers with a focus on how student learning was affected. 29. Shadow a principal from another school district some time during the first two semesters of the principalship program to observe and work with school leaders in a different school district. Completion of this assessment will fulfill eight (8) hours of the course-assigned internship requirement. 30. Conduct Standardized Test Analysis. 31. Conduct and facilitate professional development on the change process. [Change and Transformation] 32. Change Interviews/Change Surveys. [Change and Transformation] 33. Balanced Leadership Project. 34. Principal’s Change Toolkit. [Change and Transformation] 35. Stakeholders Dialogue Analysis. [Orientation/Leadership] 36. Philosophy Outline. 37. White Paper on the Status of Education in Iowa. [Curriculum and Assessment] 38. Other: Philosophy of Educational Leadership Outline. [Orientation/Leadership] 39. Other: Teacher Work Sample Analysis. [Curriculum and Assessment]

22 COURSE-ASSIGNED INTERNSHIP

REFLECTION FORM

Sample from Student Management System

23 24 COURSE-ASSIGNED INTERNSHIP LOG

This log is automatically generated when intern completes Reflection form in the Student Management System.

26 27 Site-Determined Internship Experiences

Develop your Internship Plan using the Internship Plan Worksheet found in this Handbook. Choose one or more activities in each of the 38 skill and experience areas under ISSL. Course-assigned internship experiences are not to be included on the Internship Plan Worksheet.

Standard 1: Visionary Leadership

1. Vision/Mission 2. Strategic Planning 3. Data Collection and Analysis 4. Effective Communication 5. Negotiating/Consensus Building

Standard 2: Instructional Leadership

6. Analyzing the Curriculum 7. Supervision of Instruction/Instructional Strategies 8. Learning/Motivation Theory 9. Learning Technology 10. Evaluation of Student Achievement/Testing and Measurements 11. Supervision of Extra/Co curricular Education 12. Staff Development/Adult Learning 13. Change Process 14. Student Discipline 15. Student Services

Standard 3: Organizational Leadership

16. General Office Administration 17. School Operations/Policies 18. Facility and Maintenance Administration/Safety and Security 19. Student Transportation 20. Food Services 21. Personnel Procedures 22. Supervision of the Budget 23. School/Program Scheduling 24. Collaborative Decision Making

28 Standard 4: Collaborative Leadership

25. Community/Public Relations 26. Parent Involvement 27. Climate for Cultural Diversity 28. Community/Business Involvement and Partnerships

Standard 5: Ethical Leadership

29. Position Goals and Requirements 30. Philosophy/History of Education 31. Ethics 32. Interpersonal Relationships

Standard 6: Political Leadership

33. School Board Policy and Procedures/State and Federal Law 34. Federal Programs Administration 35. Issue and Conflict Resolution 36. Current Issues Affecting Teaching and Learning 37. Professional Affiliations and Resources 38. Professional Library

29 Sample Site-Determined Internship Experiences

Standard 1: Visionary Leadership

1. Vision/Mission

a. Examine district vision and mission statements, considering the extent to which practices match the stated goals (scheduling, availability of resources, etc.). Conduct interviews with employees and stakeholders regarding vision, mission and goals. Note the extent to which there is agreement or lack of consistency between what is stated officially and actual practice in the district. b. Analyze and compare vision and mission statements from two different districts. Note similarities, differences, strengths, weaknesses. Would you offer any recommendations or modifications? Justify your position. c. Other related activities approved by your supervisor, and/or service activities to district/school assigned by supervisor.

2. Strategic Planning

a. Compare and contrast strategic plans for two different districts. Note how the differences may reflect cultural, demographic, socioeconomic factors. Offer suggestions, recommendations, etc. b. Examine the strategic plan for your school district. Note what appear to be the key or most important elements. Analyze the extent to which those key elements are reflected in daily decision making. Seek stakeholder input on the strategic plan. Include your observations, recommendations, and reflections. c. Other related activities approved by your supervisor, and/or service activities to district/school assigned by supervisor.

3. Data Collection and Analysis

a. Examine current requirements for No Child Left Behind and your district’s actions to meet them. Review relevant data, such as test scores, trends, remediation, as well as interviews with relevant teachers and administrators. Assess the extent to which the district is meeting its goals or targets. b. Examine the ways in which data are used by school officials (test scores, GPA, extracurricular participations, attendance rates, dropout rates, etc.). Note areas in which decisions made are sufficiently supported by data. Develop a summary of strengths and improvement areas in terms of how data are collected and analyzed. c. Other related activities approved by your supervisor, and/or service activities to district/school assigned by supervisor.

4. Effective Communication

a. Analyze board policy and administrative regulations regarding the management of communications both within and outside of the district. Consider the extent to which actual practice follows policy and offer recommendations for improvement.

30 b. Sharpen communication skills: i. Write a memo to staff explaining an initiative and ask faculty to critique. ii. Make presentation to the board and ask for feedback. iii. Interview a number of students, faculty or parents and assess differing views on strengths and weaknesses of the school, its programs, etc. Summarize the discussion and ask for feedback from interviewees to rate the extent to which you understood their perspective. c. Other related activities approved by your supervisor, and/or service activities to district/school assigned by supervisor.

5. Negotiating/Consensus Building

a. Assist the district negotiating team in planning and the negotiations process with the teachers’ association. Note effective and ineffective practices employed by both parties. b. Select a current controversial issue in your school district. Gain an understanding of both sides of the issue. Enter into a dialogue with concerned parties. Provide a summary and critique of the process and outcomes. c. Other related activities approved by your supervisor, and/or service activities to district/school assigned by supervisor.

Standard 2: Instructional Leadership

6. Analyzing the Curriculum

a. Assess the district’s curriculum development process. Does the particular curriculum align with recommendations of state, federal or other nationally recognized bodies (NCTM, NAESP, NASSP, etc.)? Note areas of alignment and/or areas of disconnect. Summarize findings, suggest action and offer plan alterations. b. Evaluate the instructional materials and/or textbook(s) for a level or course in a particular area. Note issues such as how the instructional materials/textbook align with actual district standards, evidence of cultural diversity/gender bias, or other noteworthy factors. Apply this experience to the textbook/instructional materials selection process. c. Other related activities approved by your supervisor, and/or service activities to district/school assigned by supervisor.

7. Supervision of Instruction/Instructional Strategies

a. Collaborating with mentor and two teachers, conduct classroom observations using the Iowa Teaching Standards and district evaluation procedures (pre-conference, observation, post- observation). Summarize the process and reflections. Also seek feedback from the teachers regarding ways to improve your instructional supervision. This experience may not duplicate a course-assigned internship experience. b. Collaborate with a teacher or a small group of teachers to select an appealing but underused teaching strategy. Research and develop competency in utilizing the new strategy. Provide professional development to the teacher or group of teachers. Reflect on the process, its use and effectiveness. c. Other related activities approved by your supervisor, and/or service activities to district/school assigned by supervisor. 31 8. Learning/Motivation Theory

a. Compile a list of all opportunities for student membership offered by the school (academic clubs, sports, fine arts, special interest). b. Compile a list of all forms of student recognition. Calculate the percentage of students recognized. c. From a and b above, assess the opportunities and participation and offer suggestions for how the school might engage and involve disaffected students. d. Survey the faculty regarding methods they use to motivate students. e. Survey a group of students regarding ways they are motivated in the classroom. f. From d and e above note patterns, similarities and disconnects. Based upon these results, select motivational techniques from professional literature and provide faculty background information needed to apply the techniques. g. Other related activities approved by your supervisor, and/or service activities to district/school assigned by supervisor.

9. Learning Technology

a. Review board policy on the use of technology paying particular attention to: replacement and update process, acceptable use policy, professional development, access ratios, etc. Assess the extent to which actual practice follows board policy and offer recommendations for improvement, etc. b. Interview persons responsible for assessing technology software. Describe process used. Evaluate process and discuss concerns and recommendations. c. Other related activities approved by your supervisor, and/or service activities to district/school assigned by supervisor.

10. Evaluation of Student Achievement/Testing and Measurements

a. Identify grades/subject level standardized tests used by the district. Disaggregate by trends with regard to relevant categories (SES, gender, race). Respond to one or more of the following:  Extent to which standardized test results are used by teachers to inform instruction.  Extent to which district curricula is aligned with items or focus of standardized tests.  Extent to which teacher’s assessments match and measure stated course outcomes.  Address other relevant issues. b. Form and lead a team of teachers to study and develop a plan for improving test scores. The area chosen should be targeted for improvement. Plan should be feasible and draw upon research. Specify what will be needed for implementation (money, time, professional development). c. Other related activities approved by your supervisor, and/or service activities to district/school assigned by supervisor.

32 11. Supervising Extra/Co-curricular Education

a. Review board policy and evaluate school compliance in regard to the following areas: hiring and supervision of coaches and co-curricular sponsors, medical emergency plans, activity transportation procedures (student travel to and from events), insurance coverage and requirements, and Title IX Compliance regulations. b. Evaluate the extent to which the district’s extra/co-curricular programs align with the district’s official mission/vision statements. c. Analyze issues such as student motivation, discipline, and performance, as well as their relation to the overall education of the student. d. Other related activities approved by your supervisor, and/or service activities to district/school assigned by supervisor.

12. Staff Development/Adult Learning

a. Analyze the district staff development plan with respect to district/school, mission/vision, budget, student achievement, and teacher evaluations. Include a copy of the plan and your critiques and observations. b. Survey a select group of PK-12 teachers to gain suggestions/recommendations for future professional development activities. Summarize how you as the principal would respond to this input, considering mission/vision/, CSIP, budget, time, teacher evaluation and student achievement. c. Other related activities approved by your supervisor, and/or service activities to district/school assigned by supervisor.

13. Change Process

a. Trace a change initiative from its inception through adoption, noting key obstacles, events, and processes (block scheduling, middle school concept, conference re-alignment, new math series, alternative calendar, new mascot). b. Imagine that you are put in charge of a significant change initiative in your district. c. Identify a past or current potential initiative involving change. Interview one supporter and one detractor. Apply relevant professional literature to the individuals’ support or criticism of the initiative. d. Other related activities approved by your supervisor, and/or service activities to district/school assigned by supervisor.

14. Student Discipline

a. Compare a number of student discipline policies from different districts. Reflecting on these policies and your own experience, articulate your philosophy of student discipline. b. Review discipline referrals for a specific period, grade level, staff member, and compile the data with regard to grade level, special education classification, race, gender and other relevant classification. c. Other related activities approved by your supervisor, and/or service activities to district/school assigned by supervisor.

33 15. Student Services

a. Interview school nurse to discuss issues such as AIDS, sex education, human growth and development, personal hygiene, etc. Provide a summary and recommendations regarding district curriculum and/or policy. b. Interview counselor to discuss school policy and practice regarding such issues as Crisis Plan, school’s response to parents’ divorce, after-school care, substance abuse, mental health, drug use identification, etc. c. Other related activities approved by your supervisor, and/or service activities to district/school assigned by supervisor.

Standard 3: Organizational Leadership

16. General Office Administration

a. Review job descriptions and evaluation forms for main office personnel. Meet with these individuals to compare and discuss their actual job duties with the job description. Gain their recommendations for updating job description and for streamlining work processes. b. Observe the office secretary in order to assess the needs and demands of the position. Substitute for this person for a period of time during which will identify stressors, demands, challenges and key responsibilities. c. Other related activities approved by your supervisor, and/or service activities to district/school assigned by supervisor.

17. School Operations/Policies

a. Meet with district/school personnel most knowledgeable about attendance issues, policies, finance, law, and operations. Summarize the key points gleaned from the interview. b. Review procedures for the district/school opening and closing of the school year. Observe or take part in these procedures. Critique the effectiveness and major concerns of these procedures. c. Other related activities approved by your supervisor, and/or service activities to district/school assigned by supervisor.

18. Facility and Maintenance Administration/Safety and Security

a. Examine reports from current local health and fire inspections, as well as any other required state or federal reporting data on maintenance of facilities. Examine work orders. Conduct a safety/maintenance inspecting of district buildings/grounds with responsible district official. b. Observe the custodian and/or maintenance personnel in order to assess the needs and demands of the position. Substitute for this person for a period of time during which will identify stressors, demands, challenges and key responsibilities. c. Other related activities approved by your supervisor, and/or service activities to district/school assigned by supervisor.

34 19. Student Transportation

a. Discuss with director of transportation issues such as costs, maintenance, personnel, collective bargaining agreement, training and safety, and parental and student concerns. b. With the permission of the director, observe one bus driver during either a morning or afternoon route. Identify stressors, demands, challenges and key responsibilities. c. Other related activities approved by your supervisor, and/or service activities to district/school assigned by supervisor.

20. Food Service

a. Discuss with food service manager issues such as costs, maintenance, personnel, collective bargaining agreement, training and safety, and parental and student concerns. b. With the permission of the manager, observe a food service employee for a period of time either during the preparation of breakfast or lunch meal. Summary should focus on the needs, concerns and overall assessment of the work. c. Other related activities approved by your supervisor, and/or service activities to district/school assigned by supervisor.

21. Personnel Procedures

a. Interview the person responsible for district personnel. Major issues to discuss are planning, recruitment, selection, induction, compensation, evaluation and dismissal of personnel. Summarize your findings. b. Participate in the interview of a prospective employee. Analyze procedure and make recommendations/suggestions for revision. c. Review collective bargaining agreement specifically in the following areas: just cause, leaves of absence (FMLA, bereavement, family illness, sick leave, legal, religious etc.), voluntary and involuntary transfer. Talk with person in charge of personnel and someone from the association to identify both positive and negative aspects of the agreement. d. Research with the Board of Educational Examiners what it means to be a “Highly Qualified Teacher.” Determine whether all teachers on your staff meet this distinction. e. Other related activities approved by your supervisor, and/or service activities to district/school assigned by supervisor.

22. Budget Development and Implementation

a. Participate in the budget planning process for your school. Provide an overview of the process and recommendations for improvement. b. Examine the school budget and the various accounts under the discretion of the principal. Analyze the extent to which funds are directly related to student achievement. For example, envision that you were ordered to cut the building budget by 10 percent. Where would you begin the decision making process? c. Other related activities approved by your supervisor, and/or service activities to district/school assigned by supervisor.

35 23. School/Program Scheduling

a. Review the school schedule and make recommendations for increased efficiency in meeting student needs. Conduct interview or research to determine how and why the current schedule was developed. Provide an analysis, recommendations and comments regarding the current schedule. b. Participate in constructing the master schedule, making note of limitations, intricacies, and other factors. Analyze the extent to which the master schedule meets the needs of students and teachers. Note strengths and weaknesses, where appropriate offer recommendations for changes. c. Other related activities approved by your supervisor, and/or service activities to district/school assigned by supervisor.

24. Collaborative Decision Making

a. After identifying a setting in which collaborative decision making will be used, carefully observe the leader’s actions in working with others, sharing ideas, questioning, seeking agreement, etc. Following the observation, make note of your thoughts and ask the leader and other participants to reflect on the process. b. Using observations, personal experience and relevant professional literature, develop a position statement on collaborative decision making that articulates your views on its use, effectiveness and limitations. c. Other related activities approved by your supervisor, and/or service activities to district/school assigned by supervisor.

Standard 4: Collaborative Leadership

25. Community/Public Relations

a. Interview one stakeholder who is generally supportive of the district mission/vision and performance and one stakeholder who has significant criticisms regarding the district mission/vision and performance. After the interviews, summarize their comments and ask them to assess the extent to which you understand their point of view. b. Investigate the chain of command within the district in regard to communicating with the public and media. Assess the extent to which the employees are aware of this policy. c. Other related activities approved by your supervisor, and/or service activities to district/school assigned by supervisor.

26. Parent Involvement

a. Examine the current policy and procedures for parent involvement and write a short proposal for increasing or improving parent involvement and attitude toward the school, noting level of success of previous efforts. b. Observe and participate in a meeting of the school site-council. Assess the role of parents, community members and staff members and make recommendations for increasing the effectiveness of their role. c. Other related activities approved by your supervisor, and/or service activities to district/school assigned by supervisor. 36 27. Climate for Cultural Diversity

a. Review and assess the school library with regard to resources that address the heritage and values of culturally diverse populations. b. Survey the curriculum for a particular subject or grade level to ascertain whether/how cultural diversity is reflected. c. Other related activities approved by your supervisor, and/or service activities to district/school assigned by supervisor.

28. Community/Business Involvement and Partnerships

a. Develop a list of social services agencies and resources that are available to support students, families, faculty and administration. Contact agencies and summarize their available services and provide contact information, etc. b. Conduct interviews with two leaders of the community who reside in the district attendance area. In your interview summary, include their perceptions of the quality of education, strengths, weaknesses and future of the school and its programs. c. Other related activities approved by your supervisor, and/or service activities to district/school assigned by supervisor.

Standard 5: Ethical Leadership

29. Position Goals and Requirements

a. Research an administrative position in your school district. Review the job description and evaluation instrument for this position. Interview one supervisor responsible for evaluation of this position. Provide a summary of your findings including, but not limited to, degree of subjectivity/objectivity in the evaluation process, and any additional influencing factors. b. Using the same administrative position, gather and compile a list of current demands for this position. These demands may be state or board mandates, influenced by the strategic plan, buildings and grounds improvement plan or community concerns. c. Other related activities approved by your supervisor, and/or service activities to district/school assigned by supervisor.

30. Philosophy/History of Education

a. Interview a retired educator from your current school district regarding the history of the community and the school district. Focus on significant events which have affected the district/school today. b. Review district archives such as board agendas, reports, and/or minutes. Look for significant events, policy changes, and recurring themes or concerns that have affected the school/district today. c. Other related activities approved by your supervisor, and/or service activities to district/school assigned by supervisor.

37 31. Ethics

a. Identify the principles of ethical behavior that you currently live by. Interview at least one person with whom you work and one community member to determine the principles they employ. Prepare a composite of these two lists and identify how these ethical behaviors impact increased student learning and school improvement. b. Have an informal discussion with a small group of support staff to discuss their perspectives of ethical/unethical behaviors. Ask for recommendations to help ensure greater practices for all students. c. Other related activities approved by your supervisor, and/or service activities to district/school assigned by supervisor.

32. Interpersonal Relationships

a. Select from the following list of interpersonal skills those you wish to develop throughout the school year. Document activities in which you have participated in order to improve upon these skills.  Is positive and pleasant when talking with others  Avoids criticizing others and values others’ opinions  Does not interrupt others while speaking  Praises accomplishments of others  Responds promptly to others’ concerns or needs  Provides information on a need to know basis  Does not become defensive when receiving criticism  Tries to know and understand others

When leading meetings:  Persuades others to participate  Smoothes tension  Welcomes varying perspectives  Shares responsibilities

b. Other related activities approved by your supervisor, and/or service activities to district/school assigned by supervisor.

Standard 6: Political Leadership

33. School Board Policy and Procedures/State and Federal Law

a. Consult your district’s board policy manual. Note dates for updates and reviews of policy. Review the process for updating policy with the superintendent or responsible official. b. Note the extent to which student handbooks are aligned with board policy. For example, consider several key issues and procedures in student handbooks and examine the extent to which official board policy aligns with the procedures specified in the handbook.

38 c. Interview a school board member to discuss relationships with the superintendent and administrative team. Note the needs, goals, wishes, and problems identified. Does the district have a procedure for orientation of new board members? What other relevant issues emerge? d. Other related activities determined at your internship site.

34. Federal Programs Administration

a. Consult with a district official with experience in application and administration of federal grants and/or programs. Review the application process and key administrative responsibilities for the grant. b. Interview a district official most knowledgeable with district initiatives in one or more of the following areas: NCLB, ELL, Special Education, Talented and Gifted, At-Risk. Develop a list of practical and essential knowledge for building principals relative to these programs and administrative oversight. c. Other activities determined at your internship site.

35. Issue and Conflict Resolution

a. Determine a current issue or controversy at your school, providing a summary of the key factors, history, and relevant facts. Conduct an interview with two individuals representing different sides of the question. Summarize the relevant results of the interview, such as misinformation or different perceptions of the fact or key issue, differences in power, approaches employed to bring about resolution of the issue, etc. List key concerns of both sides of the issue and offer potential solutions or suggestions on how a principal might lead the parties toward a resolution of the issue. b. Other activities determined at your internship site.

36. Current Issues Effecting Teaching and Learning

a. Identify a real issue impacting teaching and learning in your district (such as scheduling, professional development, student motivation, discipline, etc). Apply current professional literature to the reality in your setting. Drawing upon your experience in the school/district, conversations with involved parties, educational philosophy, and knowledge of the literature, offer potential suggestions for addressing the issue. b. Other activities determined at your internship site.

37. Professional Affiliations and Resources

a. Contact a number of principals in other districts/buildings to inquire about the professional organizations and resources they find most useful. Summarize these resources, their offerings, and how principals can access them. b. Develop a personal professional development plan that will assist your development as principal. The plan should be both realistic in terms of its scope and specific in terms of how it is to be implemented, given the many demands associated with the principalship. The plan should include professional reading and current thought on schools, student achievement, and educational leadership. 39 c. Other activities determined at your internship site.

38. Professional Library

a. Develop a list of professional books, journals, websites, and materials that will be useful for our practice of educational leadership. The list should indicate the general topic or subject of the resources in question, as well as why they have been selected. In addition, indicate how the list will be updated to include the most current thinking on educational issues. b. Other activities determined at your internship site.

40 Internship Plan Worksheet

This form is provided as a separate document and can be downloaded from Educational Leadership web site under Resources.

41 42 43 44 University of Northern Iowa Department of Educational Leadership, Counseling, and Postsecondary Education

Internship Plan Approval Form

COHORT ______Name of Intern ______

ID#:______

Approval Date by Mentor and UNI Faculty Field Supervisor______

Name of Mentor______

Name of School District______

Mentor's School Address______

Mentor's School E-mail Address ______

Mentor's School Phone Number______

Intern’s Signature Printed Name of Intern

Mentor’s Signature Printed Name of Mentor

UNI Faculty Field Supervisor’s Signature Printed Name of UNI Faculty Field Supervisor

45 SITE-DETERMINED INTERNSHIP

REFLECTION FORM

46 47 SITE-DETERMINED INTERNSHIP LOG

This log is automatically generated when intern completes Reflection form in the Student Management System.

50 Internship Skill Formative/Summative Assessment Form

Evaluation of Intern’s Progress

This form is provided as a separate document and can be downloaded from Educational Leadership web site under Resources.

51 52 53 Educational Leadership

Principalship

Student Management System

Instructions for Student Use

54 Students can view their progress on the decision points, submit experience record, and get a summary report for overall experiences.

Log into MyUNIverse using your CatID credential.

1) Click the Ed Leadership Student system link under the Planning Tools section in the Plannning My Academic Career channel on MyUNIverse. 2) Click the View/Record My Experience link o the navigation bar. 3) Click the File New form button to file a new experience record. 4) Select either Course-Assigned or Site-Determined internship form from the dropdown menu and click the next button. The form will appear. 5) List standards related to your experiences. You can add a new line by the Add a new line button. 6) Suppose you would like to finish this form later. To save your work, click the Save for Later button at the bottom of the page. 7) Click the View My Forms button on your left hand side of the page. Select “Save for later” from the dropdown menu and you will see the form you saved. 8) Click the View button next to the form you saved and you will be back to where you left off. 9) Finish the rest of the form and click the Next >> button. 10) Click the Submit button without the consent at the bottom of the page checked off. Verify that there is a warning message at the top of the page. 11) Now check it off and click the submit button. Verify that your submission is complete. 12) Repeat steps 3-11 and submit another request. 13) An experience record approver should get email in a few minutes. Wait for the approver to respond to your request. [If you take an experience record approver roll, jump to Point A, or wait for the approver to respond to your request.] 14) [Point B] Follow the link on the email or click on the View My Forms button in the View/Record My Experience page. 15) Select the Rejected from the dropdown menu. Click the view button and edit your form. Resubmit the form. [Wait for the approver to respond to your request.] 16) [Point D] Check your inbox and look for a message that your reflection form has been approved. 17) Click the View My Progress link on the navigation bar. Verify that experience hours approved are recorded on Decision Pont 3.2 or 3.3. [Go to Point E]

55 18) [Point F] Click the View/Record My Experience link on the navigation bar. Click the My Experience Summary button on the page. Select an appropriate form and output format from dropdown menu for the summary report. 19) Verify that the calculation is correct on the Excel report. [Point G]

How to upload Critical Elements Papers to this system

After you have received notification that your Critical Element Paper was approved for the final form, you need to upload your paper into the appropriate Critical Element Paper number.

1) Log into MyUNIverse using your CatID credential. 2) Click the Ed Leadership Principalship Study System under My Personal Records channel. 3) Click the View My Progress on the navigation bar. 4) A the green upload icon for the paper number you would like to upload to. 5) Click the Browse … button and select your critical paper on your hard drive or removable drive attached to your computer. 6) Click the Upload button and you will see your file uploaded on the pager. Done! Be sure to comply with a file format from your instructor.

56 57 58 59 60 NOTE on Critical Element Papers

Students will work with professor on drafts for each Critical Element Paper. When the final version is completed, and approved, you need to upload it into the correct Decision Point/Critical Paper number for it to become a part of the permanent record.

Principalship Cohort 2009 will only do four [4]

Critical Element Papers – not 5