Northcentral University School of Education Principal Leadership Certification Specialization
Northcentral University School of Education Principal Leadership Certification Specialization (PLCS) Handbook Master of Education - Specialization in PK-12 Principal Leadership Last Updated April 15, 2014 Northcentral University 10000 E. University Drive Prescott Valley, AZ 86314 (928) 541-7777 or (888) 327-2877 Page 0 of 67 Table of Contents Section Item 1 N 2 S 3 4 Table of Contents Welcome from the School of Education Dean Introduction from the Principal Leadership Specialization Coordinator Northcentral University Northcentral University School of Education Accreditations: State, Regional, and National M.Ed./PL Program Overview Program and Specialization Requirements Program Admission Admission Checklist Coursework Completion: M. Ed. Degree Candidacy Graduation Checklist NCU SoE Recommendation for State PK-12 Principal Certification Certification Checklist Course Sequence Scheduling Courses Leaves of Absence Length of Leave Return from Leave Introduction to Field Experiences and the Internship Field Experiences Professional Liability Insurance Field Experience Matrix: All PL Courses Field Experience Logs Field Experience Rubrics Capstone Internship Application and Placement for the Internship Internship Components Action Plan for the Internship Action Research Project and Paper E-folio Artifacts: Programmatic Portfolio Experiences – ISLLC Standards Aligned: Full-Day Shadowing Required Optional Individually Designed Faculty Professional Development Initiative Internship Logs Internship Rubric On-Line Seminars Reflections Remediation Processes and Remediation Action Plans 5 7 10 10 11 12 12 12 13 14 14 15 Page 1 3 3 4 5 6 6 9 9 10 11 11 11 11 12 12 16 19 19 19 20 20 20 21 23 25 14 15 15 16 19 19 19 20 20 20 21 24 25 26 27 27 28 28 29 26 27 27 28 28 29 Page 1 of 67 Supervision and Supervisory Contacts Mentor Principals Role of University Supervisors Role of University Faculty/Course Instructors Role of the Principal Leadership Specialization Coordinator 30 Submitting Documents and Artifacts 33 Program Textbooks 34 APPENDICES AA A Letter of Reference and Experience Verification (Form A) 35 B B Sample Course Plan Schedule 36 C C Mentor Principal Agreement (Form B) 37 D D Field Experience Log 39 E E Common Components: Field Experience Evaluation Rubric 40 F F Principal Leadership Internship Experience Matrix 41 G G Benchmark Matrix: Admission, Enrollment Maintenance, Degree, Certification45 H H NCU IRB Expedited Review Request for Action Research 46 I I Application for Internship 49 J J Internship Action Plan 50 K K Internship Experience Log 52 L L Internship Evaluation Rubric 53 M M M Field Personnel Evaluation 60 N N Action Research Evaluation Rubric 61 O ISLLC Standards and Functions (2008) 5 Page 2 of 67 29 32 33 34 36 37 39 40 41 45 46 49 50 52 53 60 61 65 Welcome from the School of Education Dean, Dr. Cindy Guillaume The NCU School of Education Philosophy underscores our commitment to meeting your learning needs, fostering innovation and ongoing performance improvement, and valuing diversity of perspectives. As a learning community, the School of Education is also committed to fostering the kinds of caring, supportive, interconnected environments you want for your own schools as support structures for your own students. As you prepare to begin your program of study in the area of Principal Leadership, do reach out to the NCU team members inside and outside the School of Education who want to help you be successful. If I can be of assistance to you during your program, please do not hesitate to contact me. Remember – with hard work and dedication, many things are possible! Best wishes, Dr. Cindy Guillaume - Dean, NCU School of Education [email protected] Introduction from the Principal Leadership Coordinator, Dr. Mary Goggins Selke Congratulations! You are beginning an M.Ed. program with a Specialization in PK-12 Principal Leadership and will soon be ready to start field experiences in your principal preparation program! The field experiences and the internship represent a key component in your academic program of study where you can develop your applied skills in school administration. The courses, school-based experiences, introspection, and self-assessment you experience as you progress through this program will result in more personal and professional growth than you may have experienced since you student taught. The opportunity to work as a beginning practitioner within your field, combined with active support from your mentor principal and (during your internship) your university supervisor, will give you a sense of opportunities that await in school leadership. This handbook should be read, saved, and shared with your mentor principal as a practical guide to rewarding and successful field experiences and internship course components. Requirements for each phase of the program are provided in checklists on the following pages, to help you stay focused and organized. If you have questions, please feel free to contact me and I will assist in any way I can. All the best as you continue on your path to educational leadership! Respectfully, Mary J. Goggins Selke, Ph.D. - Principal Leadership Specialization Coordinator [email protected] Page 3 of 67 Northcentral University Northcentral University was incorporated on August 24, 1998 as a private distance learning institution initially located in Prescott, Arizona. It was granted initial accreditation by the Higher Learning Commission of the North Central Association of Colleges and Schools on February 20, 2003. Northcentral is a private university committed to online program and degree offerings. The Northcentral learning model is best described as a one-to-one mentored approach. Students receive personalized guidance and interact asynchronously and synchronously with faculty instructors, who provide assistance and feedback to students in the program. Northcentral University is divided into three schools: Education, Behavioral and Health Sciences, and Business and Technology Management. Each school is supported by a dean, an assistant to the dean, and full-time core faculty who perform curriculum, assessment, faculty assignment, and oversight for the programs, students, and faculty. NCU Mission Northcentral University educates professionals throughout the world and provides an accessible opportunity to earn a U.S. regionally accredited degree. Northcentral mentors students one-to-one with highly credentialed faculty via advanced delivery modalities. Northcentral commits to helping students achieve academically and become valuable contributors to their communities and within their professions. NCU Vision Northcentral University is a premier online graduate University and a global leader in providing unprecedented access to U.S. regionally accredited higher education. NCU Values NCU holds all members of our community to the highest ethical standards of integrity, professional conduct, and academic conduct: Innovation: We envision new and innovative education delivery systems, and support proven concepts of teaching and learning. We encourage our community to seek solutions to educational challenges that will improve the quality of our programs and services. Diversity: We value diversity of thought and action as a strength that allows our community to transcend organizational and geographical boundaries. We expect members of our community to treat people with respect and dignity. Excellence: Our community is committed to excellence in academics and service. We value leadership and strive for continuous improvement in everything we do. We define and measure outcomes and take action to ensure that our community’s passion for excellence is never compromised. Accountability: We are deeply committed to holding each member of the University responsible for their scholarly and professional work. We expect financial responsibility in the actions of our students and University team. Page 4 of 67 Northcentral University School of Education The Northcentral University School of Education is a unit that is part of the University academic structure under the Office of the Provost of the University. The Master of Education program in the School of Education is accredited by the national Teacher Education Accreditation Council (TEAC). The Dean of the School of Education is the head of the School and has all administrative responsibility for the faculty, staff, instructors, and students within the School of Education. School of Education degree programs consist of one baccalaureate completion program in partnership with Rio Salado College, doctoral programs, and masters programs in Educational Leadership with 17 different specializations. The specialization in PK-12 Principal Leadership is the most recent addition and the only graduate program housed completely in the NCU School of Education, to date, that prepares candidates for state certification in Arizona. School of Education Mission The mission for the School of Education at Northcentral University is to prepare professional educators at all levels to become effective leaders, reflective practitioners, and successful communicators within the diverse field of education. The School of Education's mission is centered on improving teaching, learning, research and leadership contributions throughout all levels of human development and education. School of Education Vision Northcentral’s School of Education is a global leader in delivering career-long professional preparation and development through excellence in student-focused online environments. School of Education Philosophy Northcentral University and the School of Education recognize the keen interconnection of its organizational culture and the beliefs, values, and expectations that guide the behavior of the members of the institution. We are committed to meeting the needs of our students, and focus on putting the educational needs of students first in online learning. The integrity of the School is built on a core set of values pertaining to innovation and improvement in our performance. The School of Education values diversity of thought and action and is committed to treating all members of the learning community with respect and dignity. School of Education Goals The School of Education at Northcentral University develops professional educators who will be able to: Apply concepts of the disciplines. Effectively communicate, conduct sound, open-minded research. Address educational issues critically and reflectively. Create solutions to problems based on knowledge, research, critical thinking skills, and collaboration. Respect diverse cultures and backgrounds. Demonstrate a commitment to the highest ethical and professional standards through accreditation. Foster effective discussion of theoretical problems within the education profession. Nurture a commitment to life-long learning. Page 5 of 67 M.Ed. Program Goals In addition to the School of Education Goals, all of the M.Ed. programs in the School of Education have a common set of program goals across all specializations, including the M.Ed. with a specialization in PK12 Principal Leadership: 1. 2. 3. 4. 5. 6. Apply education leadership principles and theories to a real-world educational problem or case study. Analyze educational issues within your specialty area and make decisions and/or recommendations. Effectively use technology. Reflect on situations, theories, and/or case studies. Apply learning in a caring and professional manner. Communicate effectively and in a caring manner in a variety of learning contexts within a global environment. 7. Collaborate to build and execute a shared vision. 8. Accurately integrate multiple perspectives related to diversity. Principal Leadership Specialization Mission The mission of professionals working with candidates in the Northcentral University School of Education M.Ed. with a specialization in PK-12 Principal Leadership is to prepare effective, reflective educational administrators in PK-12 schools and other settings requiring PK-12 administrative certification. Accreditations: State, Regional, and National The M.Ed./PLCS was approved by the Arizona Department of Education on August 26, 2013, for an initial period of three years. The program is also approved by the Arizona State Board for Private Postsecondary Education (AZPPSE), is regionally accredited by the Higher Learning Commission of the North Central Association of Colleges and Schools (HLC), and is nationally accredited by the Teacher Education Accreditation Council (TEAC). Program Overview: M.Ed. in Educational Leadership with a Specialization in PK-12 Principal Leadership – Certification Preparation (M.Ed./PLCS) Northcentral University's Master of Education (M.Ed.) program with a specialization in PK-12 Principal Leadership (PL), is designed to prepare candidates to become eligible for institutional recommendation for PK-12 principal certification in the State of Arizona. The M.Ed./PLCS program is designed for individuals interested in earning a graduate degree and seeking an administrative certification to work as principals or assistant/associate principals in PK-12 school settings or in other educational settings wherein a graduate degree and PK-12 administrative certification are required. The program is unique in eight ways: 1. The Principal Leadership specialization program is fully aligned with national standards/Arizona Department of Education standards (ISLLC), NCU School of Education goals, and M.Ed. program goals/TEAC claims. National Standards Alignment: The Interstate School Leaders Licensure Consortium (ISLLC), a subsidiary of the National Policy Board for Educational Administration (NPBEA) under the auspices of the Council of Chief State School Page 6 of 67 Officers (CCSSO), has assembled a set of six ISLLC standards to inform the design and assessment of educational leadership programs. [http://www.ccsso.org/Documents/2008/Educational_Leadership_Policy_Standards _2008.pdf] Specialization programs seeking HLC and TEAC endorsement must align programmatic components with a set of national standards. The ISSLC Standards are one of two national standard sets that currently meet this requirement. The Arizona Department of Education also requires educational leaders at universities that prepare educational administrators to align their programs with the ISSLC standards. In the Principal Leadership (PL) specialization within the educational leadership M.Ed. program at NCU, all of the following are directly aligned with the six ISLLC standards: (1) (2) (3) (4) (5) (6) Required courses, Course learning outcomes (in PL specialization courses and M.Ed. core courses), Signature assignments in each PL and ED course, Required course-embedded field experiences in each PL specialization course, Specific required and optional internship experiences, and The programmatic e-folio artifacts which serve as evidences of learning. The course learning outcomes and course-embedded field experiences in the PL specialization courses are aligned with the six ISLLC standards and with the ISLLC standard functions. Northcentral University School of Education Goals and M.Ed. Program Goals Alignment: The School of Education (SOE) at Northcentral University has designed sets of programmatic goals at the school and degree (in this case, the master's/M.Ed.) levels. All artifacts in the programmatic e-folio, provided as representative ISLLC Standards-aligned evidences of learning, are also aligned with School of Education goals and M.Ed. program goals/TEAC claims. In summary, the M.Ed. program with a specialization in Principal Leadership is standards-aligned at every level (national, state, and institutional) and in every aspect, from the required courses, to the specific Principal Leadership specialization course outcomes, to final signature assignments, to fieldbased components, to the summative programmatic e-folio artifacts. 2. Courses are taught by full-time and part-time faculty members, all of whom hold doctoral degrees in educational administration or similar areas. All faculty teaching in the program are experienced practitioners in their respective fields who share knowledge and expertise in areas of school leadership, administrative foundations and organizational theory, PK-12 legal issues, public school finance, curriculum development, data-driven assessment, educational change, and/or the practice of Page 7 of 67 instructional leadership. It is an NCU university-wide requirement that all full-time or part-time faculty teaching graduate courses must hold a doctoral degree. 3. Carefully designed Bloom's taxonomy progressions characterize progression from coursework to field experiences to the capstone internship. Courses start with the introduction of specific content knowledge and analysis of knowledge/skills components in courses, to application of applied knowledge through course-embedded field experiences in all PL specialization courses, to integration of and reflection upon applied knowledge in the context of an inquiry-enhanced practicum/internship experience. 4. Required field experiences are embedded in all Principal Leadership specialization courses. Five of the ten courses preceding the two courses comprising the internship are PL courses which feature specific, required, ISLLC standards/functions-aligned field experiences. Field experience scores in each course are determined with the assistance of field experience rubrics which course instructors use to evaluate demonstration of leadership dispositions and skills that align with School of Education and M.Ed. goals. 5. The course of study concludes with 16 weeks of a capstone internship. The internship includes the implementation of an action research project, designed and IRB-approved in the course taken immediately prior to the internship, to be carried out during the internship experience. The internship is assessed at the midpoint and in the final week with an evaluation rubric constructed around the ISLLC standards and functions plus the same School of Education and M. Ed. program leadership dispositions and skills assessed in specialization course-embedded field experiences. 6. Candidates prepare ISLLC standards-aligned programmatic e-folios during their internship semester. The e-folios consist of six signature assignment artifacts (three produced during coursework and three produced during the internship), their final internship action plan, their final internship evaluation, and a professional resume. E-folio requirements align with NCU School of Education goals and M. Ed. program goals/TEAC claims as well as with the ISLLC standards, which is helpful for assessment purposes and to document and track evidences of learning. The e-folios are prepared by all candidates as one requirement for reaching the benchmark point of successful program completion. Monthly on-line internship seminars are provided for administrative interns and the mentor principals and university supervisors who work with the candidates at this crucial point in their preparation. Candidates from diverse school settings will be able to interact and learn from experiences in addition to their own and from featured presenters in a technology-enhanced setting. An on-line administrative induction program will be available for program graduates. The on-line induction program is unique to other induction programs in AZ and in the USA. It is designed to foster problem-solving collaboration, bolster the morale of fledgling school administrators, and keep NCU graduates connected to their degree-granting university as a source of continuing on-line professional development for our graduates and their educational administrative colleagues. Our vehicle for delivering the induction program is the NCU Virtual Academic Center, which can help specialization faculty design professional learning communities to facilitate professional networking, collaboration, and professional/interpersonal support and encouragement for NCU graduates. Page 8 of 67 M.Ed./PL PROGRAM AND SPECIALIZATION REQUIREMENTS There are specific requirements for the NCU M.Ed. program with a specialization in PK-12 Principal Leadership that are summarized at four benchmark points: program admission, enrollment maintenance, degree candidacy, and recommendation for state licensure. Read requirements for each of the four points carefully. Transfer credits are not accepted for any of the 12 courses in the 36-credit M.Ed. program with a specialization in Principal Leadership. The PL-prefix courses contain specific standards-aligned field experiences; the PK-12 core courses are required of all M.Ed. candidates. However, if additional credits are necessary to meet state-specific requirements, they may be transferred in if approved by the NCU registrar. Please be aware that requirements for PK-12 principal licensure vary, sometimes significantly, from state to state. (A set of links to state education agencies in all 50 states and the District of Columbia is provided in the PLCS Application document.) For example, in some states, students must complete state-specific coursework or additional credits beyond the 36 in the PLCS. Some state departments of education do not accept coursework completed in another state toward principal licensure. Others do. Still others require prospective candidates to become certified in the state where the degree-granting university is located, and in some cases gain at least one year’s experience, prior to submitting an application for a reciprocal license in the other state. Prospective candidates are responsible for learning and following the requirements for licensure in the state(s) where they wish to become certified. You are strongly encouraged to obtain documentation, via email or in written form, from the agency that grants certification in your state, verifying that the NCU M.Ed. with a specialization in PK-12 Principal Leadership will fulfill coursework requirements for principal certification in the state where you want to become certified as a principal. PROGRAM ADMISSION The M.Ed. in Educational Leadership with a specialization in the PK-12 Principalship is designed for working adults: ideally working teachers, assistant/associate principals or principals on temporary or provisional licensure needing a degree in the field to become fully licensed, or related school personnel seeking a master’s degree that will prepare them for PK-12 school leadership positions. The following checklist contains several requirements that must be met, with pertinent documentation provided along with your NCU/PLCS application. You are encouraged to apply as early as possible prior to your anticipated start date so your application can be processed and you can progress with coursework leading to your degree and area of specialization on your preferred timeline. Please send all of the following items on the Admission Checklist at the same time you submit your PLCS Application (with the exception of official transcripts, which must be forwarded directly from the issuing college or university): Page 9 of 67 ADMISSION CHECKLIST # Check Required Items: list 1 Complete the online NCU/PLCS Application Packet, which includes the following items: 2 An official transcript documenting a baccalaureate degree or higher from a regionally accredited college or university, with a GPA of 2.5 or better. Unofficial (issued to student) transcript ok for initial admit; official transcript must be received by the NCU Registrar within 90 days of starting EDU 5000. Six credits of university-quality post baccalaureate coursework with a GPA of 3.0 or better will be accepted if baccalaureate GPA is 2.00 - 2.49 and all other requirements are met. 3 A copy of your valid, unencumbered, current teaching certificate from Arizona or another state. Alternative path program ok if undergraduate degree and teaching experience requirements are met. AZapproved alternative path programs based at colleges or universities may be found at: http://www.azed.gov/highly-qualified-professionals/files/2013/04/ihealtpathcontacts.pdf 4 5 A supportive recommendation from your current supervising principal or superintendent addressing all 7 required components (see Form A-Part I in the PLCS Application). Verification of at least three years of successful full-time PK-12 teaching experience, by your current supervising principal, superintendent, or HR personnel (see FORM A – Part II in the PLCS Application). Candidates applying for Arizona certification will need to provide documentation of at least three years’ full time teaching experience to the Arizona Department of Education when applying for a PK-12 Principal certification., using the form on the ADE website. The full listing of requirements for Arizona principal certification may be found at: http://www.azed.gov/educator-certification/files/2011/09/principal- certificate.pdf 6 7 8 9 Documentation of meeting your state’s and/or district’s fingerprint/criminal background check requirements. (Many states, counties, districts, or schools require this clearance for anyone volunteering or observing in public schools. Check local requirements carefully.) Arizona information may be found at: http://www.azdps.gov/Services/Fingerprint/ Signed statement of intent (see PLCS Application, p. 5) regarding your status for meeting the requirement of 6 semester hours Arizona-approved Structured English Immersion (SEI)) coursework (if Arizona PK-12 Principal Certification will be sought) at the undergraduate or graduate level. Several options exist for completing this requirement online. Arizona State-approved SEI options may be found at : http://www.azed.gov/english-language-learners/sei/endorsement-training/ NCU has working relationships with Rio Salado College, where the required courses for SEI endorsement are offered on-line. The first 45 clock hour course is EPD 220. The prerequisite is a copy of a current teaching license or a transcript of a bachelor’s or higher degree. The second 45 clock hour course is EDP 233; the prerequisite is the same as the first course. Students only need to submit the prerequisite once if both classes are needed. Contact registration at 480-517-8540. To register, go to http://www.riosalado.edu/Schedule/pages/default.aspx or Registration may be reached at (480) 517-8540. For more information: Arizona Structured English Immersion (SEI) requirement information http://www.azed.gov/educator-certification/files/2011/09/information-sei-fast-facts.pdf If you have not yet met this requirement at the time of admission it must be met prior to program completion in order to apply for an Arizona principal certificate. Signed statement of intent (see PLCS Application, p. 5) regarding your status on obtaining a passing score on an AZ Constitution examination and a USA Constitution examination or college course(s) in AZ government (if Arizona PK-12 Principal Certification will be sought). A combined examination is available, offered year-round by appointment, at test sites in and outside of Arizona. See information at : http://www.aepa.nesinc.com/AZ_testinfo.asp?t=033. If you have not yet met this requirement at the time of application it must be met prior to NCU clearance to apply for an Arizona principal certificate. A signed letter of agreement (using the NCU letter provided for this purpose- see Form B in Appendix C) from a qualified principal who is willing to serve as your Mentor Principal during your coursework and internship. Page 10 of 67 Coursework Completion: M. Ed./PLCS Degree Candidacy All course and internship requirements must be satisfactorily completed for an M.Ed. in Educational Leadership with a specialization in PK-12 Principal Leadership from Northcentral University in order to graduate. The following checklist of requirements pertaining to the M.Ed./PLCS must be met to be cleared for graduation: GRADUATION CHECKLIST # 1 2 3 Check Items: list A completed NCU application for graduation. (This requirement will need to be met several months prior to the date of anticipated program completion.) Satisfactory completion of all degree and specialization requirements, including the e-folio, the supervised internship, and the exit conference with mentor principal and university supervisor/ course instructor. Recommendation for degree by program coordinator and Dean. (Will be handled internally and sent to the appropriate office; candidates are copied on this correspondence for their records.) NCU School of Education Recommendation for State PK-12 Principal Certification After all graduation requirements for the M.Ed. degree and PL specialization have been met, the following checklist of requirements must be completed and forwarded to the NCU certification officer (or her/his designee) in order to apply for state principal licensure in Arizona. (Requirements for certification in other states will be handled in a similar manner if direct application for licensure from an out-of-state school is permitted.) Degree candidates are responsible for learning and following the requirements for licensure in the state(s) where they wish to become certified. CERTIFICATION CHECKLIST # 1 Check list Required Item: A completed AZ Principal Certificate application with fee. (Will be signed by certification officer/ Dean at NCU and forwarded to the Arizona Department of Education.) You may access this form at: http://www.azed.gov/educator-certification/files/2012/11/application-for-certification-checklist.pdf 2 3 Transcripted completion of all M.Ed. degree program course requirements with a final GPA of 3.0 or better. (This GPA is an AZ requirement for PK-12 Principal certification). No need to request a transcript, it will be accessed by NCU as part of the process of approving you for certification. School or district-required security clearance. (A current Arizona IVP fingerprint card must be submitted with any application for an Arizona PK-12 Principal Certification.) Arizona information may be found at: http://www.azdps.gov/Services/Fingerprint/ 4 5 6 Completion of any outstanding requirements regarding SEI, AZ Constitution, and/or U.S. Constitution. (For Arizona certification only.) Passing score on the AEPA for Arizona principal licensure. (The exam may be taken any time after completion of PL 5050. Request scores be sent to the NCU School of Education.) Information may be found at: http://www.aepa.nesinc.com/AZ_testinfo.asp?t=081. Three years of verified full-time teaching in grades pK-12. For Arizona certification, this must be verified on the form at: http://www.azed.gov/educator-certification/files/2011/09/verification-teaching- experience.pdf. Page 11 of 67 A copy of a valid teaching certificate is not required in Arizona but is required for administrative certification in many other states. (A valid teaching certificate is an NCU requirement for admission to this NCU M.Ed. program specialization.) Additional information on Arizona requirements related to PK12 Principal Licensure may be found on the following links: Arizona PK-12 Principal Certification requirements - http://www.azed.gov/educator certification/files/2011/09/principal-certificate.pdf. (Please be aware that requirements may be a bit different for someone coming in from out of state who has already been a principal in another state.) Arizona PK-12 Principal Certification application form - http://www.azed.gov/educatorcertification/files/2012/11/application-for-certification-checklist.pdf Arizona SEI requirement information - http://www.azed.gov/educatorcertification/files/2011/09/information-sei-fast-facts.pdf Arizona State-approved SEI options - http://www.azed.gov/english-language-learners/sei/endorsementtraining/ The form for providing evidence of successful full-time teaching experience at the time of application for Arizona PK-12 principal certification - http://www.azed.gov/educatorcertification/files/2011/09/verification-teaching-experience.pdf COURSE SEQUENCE: M.Ed. with a Specialization in PK-12 Principal Leadership Course Number Course Title Credits EDU 5000* Foundations of Graduate Study in Education 3 ED 5001* Contemporary Issues in Education 3 ED 5034* School Community Relations 3 PL 5035** Supervision of the PK-12 Curriculum 3 PL 5016** Instructional Supervision and Leadership for PK-12 Principals 3 PL 5004** School Law for PK-12 Principals 3 PL 5013** School Finance for PK-12 Principals 3 ED 5023* Multicultural Relations in Educational Organizations 3 ED 5022* Educational Policies and Practices 3 PL 5050** The PK-12 Principalship 3 PL 6010*** PK-12 Capstone Internship I 3 PL 6011*** PK-12 Capstone Internship II 3 * The five PK-12 core courses are required for all M.Ed. students in PK-12 Specializations. ** The first five specialization courses include embedded Field Experiences. *** The final two specialization courses comprise the 16-week PK-12 Capstone Internship. SCHEDULING COURSES Be sure to time your courses carefully, so that courses are scheduled completely (internship courses) or partially (PL prefix courses) when school or summer school is in session. See sample schedules in APPENDIX B. Please note: If the course pair of PL 5035 and PL 5016 falls during a summer vacation when planning the program schedule, and summer school supervision/ curriculum work is not possible, the course pair of PL 5035 and PL 5016 may be exchanged for the course pair of PL 5004 and PL 5013 by Page 12 of 67 contacting the School of Education Dean’s Office for permission to do so. Up to three weeks may be built in between courses except for PL6010/PL6011, which must be completed in a 16-week block. However, if a schedule is to be completed in approximately two years, plan to work as much as possible with oneweek breaks between courses or course blocks. Candidates may elect to take breaks up to three weeks in length without needing to apply for a leave of absence. Keep this policy in mind when planning for holidays, family vacations or celebrations, etc. as you work with an Enrollment Specialist to design your schedule. Leaves of Absence Northcentral University programs are designed to allow students to pursue their educational efforts fulltime while managing other responsibilities. An Academic Leave of Absence (ALOA) may be granted for a student who is experiencing professional or personal hardship circumstances that make effective progress in his/her academic course of study unusually difficult. A leave of absence is defined as a temporary break from registration with a clear intent to return to the program of study. Leaves are only available to students who are currently in active status and have proceeded beyond the drop period in at least one course since beginning their program of study. Students on approved ALOA who receive Federal Financial Aid are not considered withdrawn, and a return of funds is not required. However, students may not receive Federal Financial Aid disbursements while on an ALOA. (Policy and procedure for students who require a leave of absence due to military deployment are outlined in a separate Military Leave of Absence policy.) Students considering an Academic Leave of Absence must contact an Academic Advisor to discuss strategies to help them continue their studies prior to requesting an ALOA. A student who is in an active course at the time he or she is granted an academic leave of absence (ALOA) receives a “W” (Withdrawn) grade provided the request is made on or before the last day to withdraw from the course. Otherwise a letter grade, based on course work completed to date, will be given. Students who require an ALOA, and who are not eligible for a military leave of absence, must complete a Request for Leave of Absence form, available in the Student Portal on the Student Programs page (ask an Advisor if you need assistance). The request is submitted for approval to the Academic Liaison in Student Services, who is responsible for determining if the student is eligible for a leave. Not all requests will be approved, additional documentation may be required, and all Leave of Absence decisions are final. When a Leave request is approved, the Academic Liaison notifies the student, instructor, and Faculty Services (if the student is in an active course), Academic Advisor, Registrar, and Student Financial Services. At that time, the Academic Liaison specifies the length of time approved for the ALOA, and the course start date on which a student must start the next course after the approved ALOA return date. Length of Leave The permissible length of each ALOA is evaluated on a case-by-case basis by the Academic Liaison. Calendar days are used to calculate the length of time a student spends on ALOA, and the maximum number of calendar days permissible in any case is 90 per ALOA. The allowed length of the ALOA will Page 13 of 67 be determined during the approval process by the Academic Liaison based on the circumstances of each leave requested. The date specified as the beginning date of the Academic Leave of Absence depends on whether or not the student is currently enrolled in a course or is in between courses. - Students currently enrolled in a course: The ALOA begins on the day after the date the student last clicked into the course room. - Students not currently enrolled in a course: The ALOA begins on the day after the student’s last course completion date (for most students the completion date is the official end date of the course, but it will be an earlier date for those who complete earlier). Regardless of whether the ALOA begins while a student is in a course or in between courses, the maximum allowable time out of a course is 90 days. The student must return from their ALOA on a start date such that the 90 day leave limit is not exceeded. Back-to-back requests that comprise more than 90 total days of leave are not permitted. Time spent on ALOA counts toward program length and is included when determining if a student can complete his or her degree program within the maximum time limits. Students in a Master’s Degree program may take up to two ALOAs over the course of their programs. Students on leave do not maintain access to faculty, electronic Course rooms, or the SmarThinking tutorial service offered in the Writing Center. Other Writing Center resources and the Northcentral Library remain available through the student portal. Return from Leave Students returning from ALOA remain in the degree program in which they were enrolled at the time the ALOA was approved. Students who do not acknowledge acceptance of and payment for a course with the next start date immediately following the date of return from leave will be administratively withdrawn from the University. It is the responsibility of the student to work with his or her Academic Advisor to begin a course on or before the date specified as the date of return from leave. INTRODUCTION TO FIELD EXPERIENCES AND THE INTERNSHIP The field experience and internship components of this program were developed using the Arizona Department of Education’s Statewide Framework for Internship Programs for School Leaders (2008) as a guide.The NCU field experiences/internship model contains the following attributes: Work in PK-12 schools involves observing (field experiences and internship), participating (field experiences and internship), and leading (systematically required to complete program e-folio artifacts under ISLLC standards 2 and 6). Field experiences are embedded in all PL specialization coursework throughout the program: 5 of the 10 M. Ed. courses prior to the 6-cr internship. The course-embedded field experiences prior to the internship are not only ISLCC-aligned but also ISLLC function-aligned in order to systemically mandate specific authentic experiences in the principal’s Page 14 of 67 role. Internship experiences – required, optional/selected, and individually designed – are all ISLLCaligned as well. The internship requires exploration of various school levels depending on the needs of the candidates. (This is also encouraged in some field experiences). The internship includes a diversity of experiences. Candidates must complete a set number of internship hours under each ISLLC standard in addition to required internship experiences. The NCU program requires a 16 week internship in addition to 110 hours of required course-imbedded field experiences – all ISLLC-aligned. The combined field experiences and internship comprise a minimum of 350 hrs – 110 hours in courseembedded field experiences; plus 120 hours in each of the two 8-week sections of the 16-week internship. The internship requires two full-day shadowing experiences during the 16 weeks. FIELD EXPERIENCES As part of your admission requirements, you must have a signed letter of agreement from your mentor principal on file with the Coordinator of the Principal Leadership program or his/her designee. (See APPENDIX C for a copy of the letter.) You must submit the letter at the time of application. In the five PL-prefix Principal Leadership specialization courses preceding the internship, you will be engaging in a minimum of 110 hours of specific, course-embedded field experiences. All field experiences are aligned not only with ISLLC standards but also with specific functions under each standard. This is done to assure candidates have comprehensive experiences prior to beginning the internship. Field experiences are embedded in all Principal Leadership courses: PL 5004, 5013, 5016, 5035, and 5050. Hours of Field Experience Credit (FEC) are provided for each but are only estimates of the number of contact hours involved. Preparation or follow-up work may involve additional time. In most courses you may complete required field experience hours for the course at any time prior to the date on which they are due to be submitted. However, field experience requirements must be completed, and documentation submitted, by specific points in each course. The actual field experience takes place in the weeks prior to submission of the field experience documentation. You will want to read descriptions of the field experiences in all courses prior to planning your academic program so that you can allow yourself plenty of time to complete them. You will also want to be sure your school – or another in which you can complete the required field experiences with permission from your mentor principal – is in session during the times when you plan to take courses with required field experiences. Consider the course sequence and which courses contain required field experiences carefully when planning your program. (See APPENDIX B for sample schedules. Students may take up to 3 weeks off between courses without permission to take a leave of absence.) Field experiences for all PL courses are summarized in the chart on the next page. Professional Liability Insurance: Candidates are encouraged to secure professional liability insurance prior to beginning required field experiences. Professional liability policies, sometimes at a reduced fee, are often available through membership in professional organizations. The website, www.ftj.com, is an excellent website to visit to determine professional organization liability insurance options. Liability insurance can also be obtained through private insurance companies. Mentor principals will be able to provide information regarding professional liability in candidates’ schools. In some cases candidates are covered by school policies but be sure of your coverage before beginning field experiences. Page 15 of 67 PL Field Experience Matrix: Course Number/Field Experience Code, ISLLC Standard/Function, Hours Required, and Descriptions Course Field ISLLC Hours Field Experience Descriptions Exp Functions PL 5004 FE 1 6A, 6B, 5C 10 Applying School Law-Based Policy in Daily Practice – Prior to beginning this course or in the first week of the course, have a conversation with your mentor principal in which you share the eight focal areas of PK-12 school law addressed in this course: attendance, building emergencies, contract negotiations, free speech (1st Amendment), search and seizure (4th Amendment), special education law, student safety, and teacher rights including due process. Ask your mentor principal to involve you as much as possible in the decision-making and resolution processes regarding these issues while you are enrolled in this course and also in the future, during the semester in which you will be completing your internship. Examples could include issues as simple as working with a student who has worn a t-shirt with an inappropriate saying to school or as complicated as navigating the process needed to suspend a student for threatening another student’s life in an on-line environment. PL 5004 FE 2 6A, 6B, 5C 10 Integrating School Law in Policy Decisions: Preparing a Policy Proposal –One of your tasks for the signature assignment in this course will be to draft a case law supported proposal for a new or revised school handbook policy, presented in a set of PowerPoint Slides suitable for sharing at a school leadership team, PLC, or faculty meeting. Once you have read the policy documents, have a discussion with your mentor principal in which you select a mentor principal-approved policy to draft or revise for your signature assignment. It is ideal (but not required as related decisions are not under your direct control) if the collaborative work you do for this project would provide a service to your school and the resulting presentation would be shared as part of policy approval and implementation process. PL 5013 FE 1 3A, 4A 20 Working with PK-12 School Finance - Be sure to plan for experience with: A) the monitoring and management of day-to-day operating systems pertaining to the PK-12 school (and district) budget and to associated financial areas such as fund raising for school programs, co-curricular or extra-curricular programs, and school-associated events, and B) the collection and analysis of numerical data and narrative information pertinent to the school (and district) budget and to financial matters in the local and state educational environment. Pease read descriptions of the 15 field experience options and plan time to complete field work in a minimum of five areas. Opportunities for observation and direct work with the school budget will be partially dependent on educational setting and on the time of year you are enrolled in this course. Because of this you may opt to substitute field experience in one individualized area of school finance not included in the list of 15 options for one of your required five experience areas. Page 16 of 67 PL 5016 FE 1 2D, 2F, 2I, 3E 10 PL 5016 FE 2 2D, 2F, 2I, 3E 15 PL 5035 FE 1 2B, 2C, 2H 2 PL 5035 FE 2 2B, 2H 5 Daily Instructional Supervision - Informal observations of classroom instruction are sometimes known as ‘walk throughs’ because the intent is to observe samplings of instruction in a brief unannounced visit. This takes place on a daily basis (some districts mandate this) or as close as possible to a daily basis. In some schools, principals use hand-held devices that interface with ipads or laptop computers to provide working notes and a running record of observations. Schedule time to accompany your mentor principal and/or his or her designee (such as an assistant principal) on 10 hours of daily walk throughs during the eight weeks of the course. Be sure that most of this time involves observing teachers interacting with students in settings other than lunch, recess, hallway passing time, or before/after school. You may do one or more walk throughs with other principals in the district, perhaps at other grade levels, if your mentor principal approves and assists you in arranging to do them. Clinical Supervision – For this field experience you will experience three formal clinical supervisory visits, consisting of a pre-conference, observation, and post-conference. Your mentor principal will determine the teachers with whom you will work. Approximately five hours for each visit have been allotted to plan, meet with the teacher for the pre-conference, observe, meet with the teacher for the postconference, confer with your mentor principal, and write up the results of the clinical supervisory process. Use whatever supervisory instrument(s) would be used by the supervising principal in the building where you complete your clinical supervision field experience. If your school does not specific a supervisory form, figures 14.4, 14.5, 14.6, and 14.7 in the course text provide sample forms from which to select. When you conduct your post conference for the third visit, use one of the four approaches in Appendix b-2 in the Glickman, Gordon, and Ross-Gordon text. Base your selection on the developmental level of the teacher you observed. Your role in the clinical supervision process will develop over the three visits (see syllabus for full explanations/instructions) until your mentor principal is observing you in the third visit. Curriculum Leader Interview - Interview the administrator, perhaps a curriculum director or assistant superintendent for curriculum, responsible for curricular matters in your school or school district, to learn more about contemporary trends, issues, and implementation or assessment challenges. Curriculum Delivery Survey - Plan, conduct, analyze, and share results for an informal survey of the teachers in the school in which you plan to do your internship. You will ask them to identify favorite teaching techniques, technology-enhanced methods, or instructional approaches used to deliver classroom curricula and an approach about which they would like to learn more. Page 17 of 67 PL 5035 FE 3 2C, 2E, 2G, 2H, 5A 8 PL 5035 FE 4 2B, 2C, 2E, 2G, 2H, 5A 10 PL 5050 FE 1 1A, 2A, 3D, 5B 10 PL 5050 FE 2 1B, 1C, 1D, 1E, 6C 10 ELL Curriculum Leadership - Spend a day shadowing and talking with an administrator in your school or district who works with English Language Learners and families whose initial language was not English. If a traditional full day is not possible, given your current teaching or administrative duties, you may accumulate 8 hours of shadowing on more than one day, through administrator-supervised evening or weekend interaction with ELL parents or students, or by shadowing more than one administrator. Individualized Curriculum Collaboration – Collaborate with or observe teachers or administrators in an aspect of curriculum planning, delivery/teaching, or evaluation of your choice. If at all possible, spend some or all of these hours in a building other than your own and in a content area and/or grade level other than that of your most recent teaching assignment. Some of the hours may be after school. For example, if you are an elementary school teacher and are able to sit in on a curriculum planning or PLC meeting at a middle school or high school, you may count this experience toward the 10 hours. Do be sure to include actual classroom observation time in content areas and/or grade levels outside of your own area of curricular expertise for part of the 10 hours. Encouraging Teacher Leadership – Speak with your mentor principal and a second additional administrator working in a school at a level different from yours regarding their beliefs about teacher leadership and how they go about encouraging teacher leadership in their buildings. Be aware that teacher leadership can mean very different things to different people and be respectful of possible differences in your definition contrasted with that of the administrator you are visiting. Keeping the four stages of supervision from PL 5016 in mind, there may be contextually driven reasons why teacher leadership is enacted as it is in a particular building. You may wish to address that in your reflection on this field experience component. Data-Driven Decision Making – Speak with your mentor principal and one additional administrator working in a school at a level different from yours regarding their use of data to make building-level decisions. Conversations must be held face-to-face at the other school so that you have an opportunity to tour a building at a level different from yours even if your own work schedule does not permit you to be present to observe instruction. It would be ideal – but not required – if you were able to work in a few hours of shadowing the administrator in his or her building during the school day to compare and contrast the administrative role at that level with the administrative role at your current level. Page 18 of 67 Field Experience Logs You will use the NCU PL Program Field Experience Log form (see APPENDIX D) to track FEC hours. Plan to have your mentor principal, or his/her designee, initial all FEC experiences so documented. Remember that you must have fingerprint/criminal background check clearance on file with Northcentral University before starting the field experience courses. Field experiences are included as course activities/projects in all PL courses. Please note: You will complete one Field Experience Log for each PL course, even if more than one kind of field experience is required for the course, and submit the log in the last week of the course. Field Experience Rubrics Your developmental progress in completing and learning from field experiences is documented with field experience rubrics. A common field experience rubric (see APPENDIX E) is also scored once in each of the five courses in which field experiences are required. If satisfactory progress in field-based work is not made for any reason, a request for evaluation of the need for a formal action plan may be initiated by a course instructor, the mentor principal, the university supervisor (during the internship), or the NCU program coordinator. It is critical that you exhibit professional behavior while you are completing field experiences and also the internship. You represent yourself as a beginning school administrative leader and also Northcentral University to members of the educational community. It is important to be mindful of your role as a professional and as an ambassador of our university. CAPSTONE INTERNSHIP A minimum of 240 hours of required, optional, and individually determined internship experiences, all ISLLC standard aligned, are required in the capstone experience. The capstone internship experience spans 16 weeks. A summary of all ISLLC Standards-aligned required and optional professional leadership internship experiences may be found in APPENDIX F. Roles and responsibilities for Interns: • Take an active role in planning and implementing your Internship Action Plan.. • Be proactive and assertive in arranging time for conversations, direction, feedback and coaching from your mentor principal and university supervisor. • Document your progress toward competencies by revisiting your Internship Action Plan and the Internship evaluation rubric on a regular basis. • Seek support and advice as needed. • Be professional, efficient, and dependable. • Be responsible for completing internship activities and notifying appropriate people of any obstacles that you cannot overcome alone. • Be a reflective practitioner. • Develop artifacts and upload them to your e-folio. • Follow all university, state, district, and school policies for interns. Page 19 of 67 Application and Placement for the Internship Students must apply for their internship prior to the first week of PL 5023, the 8th course in the M.Ed./ PLCS sequence. This works out to be approximately six months prior to beginning the internship. To be admitted to the internship semester, requirements for satisfactory enrollment maintenance must be met (see the Benchmark Matrix in APPENDIX G). The action research proposal must also be approved by the NCU IRB in PL 5050, the course immediately preceding the internship (see the IRB proposal/ approval form in APPENDIX H), in order to begin the Internship. Finally, a university supervisor must be available to supervise the internship experience as indicated on the Internship Application form (see APPENDIX I). Candidates are usually asked to assist in identifying and contacting potential supervisors. The supervisory placement must be approved by the NCU School of Education, through the PLCS Coordinator’s office, prior to the end of ED5023, preferably sooner. Internship Components The nine components of the full internship (PL 6010 and PL 6011) experience are: 1) Action Plan for the Internship 2) Action Research Project and Paper 3) E-folio Key Assessments 4) Experiences Full-Day Shadowing Required, Optional, and Individually Designed Experiences 5) Faculty Professional Development Initiative 6) Internship Logs 7) On-Line Seminars 8) Reflections 9) Supervision and Supervisory Contacts All nine aspects of the internship are described below. Although the courses are graded as two separate 8week courses, and the internship evaluation rubric is completed at the end of each 8-week course, it may be helpful to think of the internship in its entirety as a 16-week experience. The Arizona Department of Education (ADE) requires an internship of no less than 15 weeks. The 16-week format fits easily into the University’s 8-week delivery format and allows for contingencies such as days in which school is not in session and illness or other emergencies. Action Plan for the Internship As stated in the ADE (2008) Statewide Framework for Internship Programs for School Leaders, the purpose of a learning plan or action plan for the internship is to ensure that interns are working toward reaching specific standards in competency-based activities that build skills through observing, participating, and then leading. You will be demonstrating leadership level skills under a minimum of two ISLLC Standards, 2 and 6, through required internship projects – the action research project and the professional development initiative – both of which will also result in one of the required artifacts posted to your e-folio. Page 20 of 67 You will prepare your action plan (see APPENDIX J) for the first face-to-face meeting with your mentor principal and your university supervisor, update it prior to the end of the first 8 weeks, and will submit the final version during week 15 of the internship. The action plan is an Arizona Dept of Education requirement as well as an NCU course requirement. Prepare and carry out action plans with your mentor principal’s input and approval because they will involve school-based administrative and leadership activities. Commit to a personal formative review of the working plan at the end of every week, update it with everything that has been accomplished during that week, and save the revised plan as a working copy. You may also wish to write your weekly reflection and submit your internship experience log (see APPENDIX K) at this time. Keeping up with accomplishments on a weekly basis will make it easier for you to: 1) plan the required ISLLC artifact submissions, 2) track and plan for your own use of time, 3) write a concise yet informative weekly reflection, and 4) provide the revised action plan which will be required for the second face-to-face meeting with your mentor principal and university supervisor in week 7 and the final completed action plan copy – with a reflective summary addressing your ongoing commitment to personal life-long learning - in week 15. The final action plan becomes part of the programmatic e-folio. Action Research Project and Paper You will prepare a proposal for your action research project in PL 5050 and have it approved by your course instructor, the PL coordinator, and the NCU Institutional Review Board (IRB). You will implement the project as soon as you begin your internship. By the time you begin the second 8 weeks of your internship, the project will be well underway and may even be completed or close to completion. Enacting the buildinglevel action research project, focused on an aspect of PK-12 school improvement, provides you with an opportunity to take on a leadership role under ISLLC standard 6 and possibly additional ISLLC standards, depending upon your project. As you prepare to present your results and to write your conclusions/recommendations/ implications for applied practice, think through the following items or revisit them at this point in the action research process: School goals addressed through your work with the action research project. How your action research project could be a tool to help you assess organizational effectiveness, promote organizational learning, and/or enact the school’s mission. How you will take on leadership roles under ISLLC standard 6, and possibly more of the ISLLC standards, to enact the leadership project. What data will need to be collected and how it will be used to make educational decisions. How results of the study will be used to facilitate school goals and/or promote continuous and sustainable school improvement. Ways to monitor and evaluate daily progress of the action research project. All due dates for action research components, provided on the course assignment matrix. Instructions for submitting final copies of the action research project to the NCU library. Use the Glanz (2003) text to assist you in working through the steps associated with conducting the actual action research project and writing it up, drafting sections as you work through the process. The final action research project culminates in a paper that will be approximately 25-35 pages in length (not counting appendices) and will consist of the following sections: Page 21 of 67 Preliminary Components (4 pages) Cover page Acknowledgments (optional) Abstract (100-150 words) Table of Contents Section I – Introduction (@ 5-6 pages) Use your IRB-approved proposal as the basis for this section. The text refers to this section as Reflection and Focus. Background Problem Statement Research Question (and any subquestions) Research Purpose Hypothesis (if appropriate) Delimitations (factors under control of research, involve conscious choices made) and limitations (factors beyond the control of the researcher). Limitations are often addressed in the discussion/conclusions/recommendations for practice section as these can and often do arise during the project. Example: one of the research subjects moves away. Definition of key terms used in the action research project. Section II – Literature Review (@ 6-8 pages) Depending on the nature of the problem, the review of research literature may be organized in one of four main ways: Chronologically (tracing the history of an area of study, for example, using technology to enhance instruction) By important concepts in the research question. (For example, if the question was, “Do third grade students in classes where students are given individualized homework assignments perform better on chapter mathematics tests than children in classes where each student is given the same homework assignments?” the action researcher would want to read and report professional literature on concepts such as: third grade achievement, pros and cons of individualized homework, pros and cons of traditional homework, factors affecting elementary students’ progress in math, and factors affecting elementary students’ performance on textbookdetermined assessments. Pro-con/for-or-against. Using a similar example, if the research question were to read, “Is there any academic value in assigning homework?” the researcher would be seeking professional literature wherein the authors take positions in support of homework or in opposition to homework. By primary viewpoints associated with the topic. For example, the same research question in the pro/con example could be approached by seeking professional literature in which the authors were opposed to homework, believed in homework every night for every student, or took a position midway between the two dichotomous extremes and supported homework under some conditions such as not on weekends, with time limits according to grade level, only if individualized, only for enrichment, etc. Page 22 of 67 Section III - Research Design and Methodology (@ 3-5 pages) Describe, in detail, where the study is taking place and who will be involved in the study. Outline the specific steps that will be taken to carry out the study. Think of this as the “recipe” for the study. The steps must be so clear and so specific that another action researcher could take over after reading this section and know exactly what to do in order to carry out the action research project you had in mind. Or another action researcher could carry out the exact same project, could replicate it, in his or her school. Section IV – Results (@ 5-7 pages) Present what happened, what resulted, when you carried out your research “recipe”. Be completely objective in this section. Describe the “what” of what happened. Save any interpretation, analysis of what you found, discussion of why you think the results came about until the next section. You are encouraged to use tables, graphs, charts, or other visuals here. Section V – Discussion/Conclusions/Recommendations for Practice (@ 4-5 pages) Start by going back to your overriding research question and answer it - based on your results. This is also the place to insert limitations of the study. If anything unexpected happened – research subjects moved away, one of three test dates was cancelled due to bad weather, or any other factor beyond your control that may have impacted the results of the study, mention it in this section. Now is the time for interpretation. In this section you discuss why you think you got the results you did. You may analyze what happened as the study unfolded. You may write about anything you might do differently in a similar study or about subsequent studies you would like to see done, based on what you found. What conclusions have you made, if any? The most important part – the “so what?” factor – is the recommendations for practice. How could what you learned as a result of this action research study be used to improve educational practice in the setting where the action research project was carried out? References Appendices (if any) One of the texts you will use for your internship courses contains a list of components of a research study that is similar but not identical to the outline above. Be sure to use the five-section outline provided here. (The main difference between the two outlines is that the text outline includes results in section III whereas the results section is separate in our outline.) Start each section at the top of a fresh page. Use section headings except for the first section: do not label it “Introduction”, just begin writing. APA format calls for the paper to be double-spaced. Use Times New Roman 12-point font and 1” margins for text. Be sure tables or other diagrams follow APA format, are clearly labeled, and easy to read. You will be providing a 1-2 page update on the progress of your action research project and paper in week 10. A simple way to provide this would be to convert the section outline into the components of the left-side column on a three column chart. In the second column list the status of Page 23 of 67 the step of the project in the left hand column. If the item has not yet been completed, list the anticipated completion date in the far right column. You may also simply provide the update in narrative form. The project is due in week 14, with any instructor-required edits made in week 15, and the final project posted to your e-folio in week 16 of the internship. Please see the Action Research Assessment Rubric in Appendix N. E-Folio Artifacts – Program Portfolio The required e-folio artifacts, comprised of signature assignments completed during program coursework (ED and PL courses) and during the capstone internship, are aligned with the NCU School of Education and M.Ed. Program Goals/TEAC claims as well as the ISLLC Standards: ISLLC Standard 1 - An education leader promotes the success of every student by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by all stakeholders. 2 - An education leader promotes the success of every student by advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth. Artifact NCU M.Ed. Program Goals Artifact Source Philosophy of Educational Leadership Discuss methods of collaboration to build and execute a shared vision (7). Begun in PL 5050; carried out in PL 6010/6011. Faculty Professional Development Initiative Planned in PL 5016; carried out in PL 6010/6011. 3 - An education leader promotes the success of every student by ensuring management of the organization, operations, and resources for a safe, efficient, and effective learning environment. 4 - An education leader promotes the success of every student by collaborating with faculty and community members, responding to diverse community interests and needs, and mobilizing community resources. School Budget Analysis 5 - An education leader promotes the success of every student by acting with integrity, fairness, and in an ethical manner. 6 - An education leader promotes the success of every student by understanding, responding to, and influencing the political, social, economic, legal, and cultural context. Multicultural Environment Plan Apply learning in a caring and professional manner (5); communicate effectively in a variety of learning contexts within a global environment (6). Apply educational leadership principles and theories to realworld educational problems or case studies (1); effectively use technology (3). Apply educational leadership principles and theories to realworld educational problems or case studies (1); accurately integrate multiple perspectives related to diversity (8). Accurately integrate multiple perspectives related to diversity (8). Analyze educational issues within a specialty area and make decisions and/or recommendations (2). 1-6 Final Internship Action Plan Final Internship Evaluation Rubric Professional Resume’ 1-6 1-6 Case Study: Facilitating Community BuyIn Action Research Project Paper All 8 M.Ed. Goals/TEAC Claims All 8 M.Ed. Goals/TEAC Claims All 8 M.Ed. Goals/TEAC Claims Constructed in PL 5013. Written in ED 5034. Designed in ED 5023. Proposal approved in PL 5050; project enacted in PL 6010/6011, assessed in 6011. Begun in PL 6010; completed in PL 6011. Initial evaluation in PL 6010; final in PL 6011. Produced in PL 6011. Page 24 of 67 Six required e-folio artifacts, three of which are designed or begun in PL specialization courses and enacted during the 16-week internship, will be produced and uploaded during the second eight weeks of the internship, in PL 6011: Professional Leadership Resume’ (part of the introductory pages to your e-folio) Action Research Project (ISLLC 6) – Assessed by your course instructor. Faculty Professional Development Initiative (ISLLC 2) - Assessed by your course instructor. Final Internship Evaluation (All 6 ISLLC Standards) – Completed by your university supervisor, with input from your mentor principal and course instructor. Philosophy of Educational Leadership (ISLLC 1) – Assessed by your course instructor. Final Internship Action Plan (All six ISLLC Standards) Three components have already been produced in prior courses and were posted to the efolio in PL 6010 if not prior: School Budget Analysis (ISLLC 3 – PL 5013) Case Study Analysis: Facilitating Community Buy-In (ISLLC 4 – ED 5034) Multicultural Environment Plan (ISLLC 5 – ED 5023) Submitting Required Artifacts - The required artifacts for your e-folio in PL 6011 will be submitted in weeks 13 (ISLLC 2 – Faculty Professional Development Initiative), 14 (ISLLC 6-Action Research Project), and 16 (ISLLC 1-Philosophy of Administrative Leadership, resume’, and final evaluation). If you would like a review of Taskstream posting processes or E-folio basics, you may consult the tutorials linked in syllabi. Experiences: ISLLC (see Appendix O) Standards-Aligned A minimum of 120 internship experience hours is required for each of the two 8-week courses comprising the 16-week internship. This works out to an average of 15 hours per week. Students who are already serving as acting assistant/associate principals (AP) or principals will have no difficulty in exceeding this minimum. Candidates who are currently teaching will need to plan ahead to make use of work days, personal days, and track-out periods in the case of year-round schools, to be sure to get the rich range of standards-driven experiences required in the NCU PL specialization. Full-Day Shadowing Experiences: Mentor Principal and Diverse School - During the 16-week internship, a minimum of one entire school day spent shadowing your mentor principal and a minimum of one entire school day spent shadowing a principal in a school that is different from yours in regard to ethnic, socioeconomic, or linguistic diversity is required. You are encouraged to plan for and schedule your full-day shadowing experiences as soon as you begin the internship. You are also encouraged to exceed the minimum of one day shadowing in a PK-12 school setting different from the one you know best and/or actually gain experience in another school in addition to observing. Page 25 of 67 Required/Optional/Individually Designed Experiences - A set of potential work experiences for the internship (see APPENDIX F) has been prepared and aligned with the ISLLC standards. ISSLC-aligned experiences fall into three categories: 1) required experiences, 2) optional experiences, and 3) individually designed experiences. (Please see the table linked here and included in the Internship Handbook.) Verification of all internship experiences is provided by descriptions of the experiences on the internship log and mention of the experiences in the weekly reflection. Required Experiences – These experiences are required of all PL candidates. Optional Experiences – Candidates will be able to choose from a list of experiences aligned to each standard to help craft an internship experience that involves them in all ISLLC standard areas and facilitates an internship tailored to individual interns in specific school settings. Individually Designed Experiences - The set of optional experiences is by no means a self-limiting list. Candidates and their mentor principals are encouraged to include school-specific experiences when drafting action plans. View the ISLLC standard functions, listed above in this syllabus, for ideas on potential individually designed experiences. Actual experiences under all standards may take place at any time across the 16-week internship experience. When this is most logically done will be determined by the needs of individual schools, interns, and mentor principals. You will document these experiences using the internship experience log (see APPENDIX K) which will be submitted to your course instructor on a weekly basis. Faculty Professional Development Initiative For the final project in PL 5016, you designed and proposed a professional development initiative for faculty members in the school in which you work and/or will be completing your internship. By this point in the internship, you will have carried out all or part of this professional development initiative (with your mentor principal’s permission) or will have selected another professional development offering to organize and manage. This project was started during PL 6010, will be due in PL 6011 week 13, and will be posted to your e-folio. Required components include: An overview of the proposed professional development initiative, what need it is intended to meet, and how that need was identified. (Appendix a timeline, by week, leading up to the professional development offering(s)/activity(s) involved in the initative.) Any costs or release time needed for the initiative. How the proposed structure of the activity is supported by adult developmental theory. How you pre-assessed individual needs in the area to be addressed (Consider teachers’ developmental phases and the four approaches to supervision.) How you structured the professional development initiative and how you took individual developmental levels into account when planning. (Appendix a program or outline of the professional development initiative.) Page 26 of 67 A description of how the initiative was carried out. (Pictures or video clips are welcome if your school or district permits media images of teachers to be used for purposes such as this M.Ed. project.) Outcome(s) of the initiative and how they were assessed. A paragraph or two of reflection on what you have learned from planning and carrying out the professional development initiative. The resulting professional development initiative report will be approximately 7-10 pages in length, not counting the APA cover page, the references, and appendices. Please use a minimum of three professional references as you prepare the report and write it in Times New Roman 12-point font, double-spacing the text, and using 1” margins. Internship Logs Experiences during the internship will be documented on the Internship Log, submitted every week as part of the weekly reflection. A copy of the log form may be found in APPENDIX K. PL interns are required to submit evidence of experience under all six ISLLC standards. A minimum of 20 hours of experience must be documented under each ISLLC standard over the course of the full 16-week internship. The resulting 120 hours 20 hrs x 6 ISLLC standards) comprises half of the minimum 240 hours of direct standards-aligned experience required during the 16-week internship. A minimum of 120 hours is required for each of the two 8-week courses comprising the 16-week internship. However, the minimum requirement of 20 hours’ experience under each specific standard may be met at any time during the 16 weeks of the full internship. Internship Rubric The internship evaluation rubric (see APPENDIX L) is directly aligned with the ISLCC standards and functions as well as with leadership dispositions and skills drawn from School of Education and M.Ed. program goals/TEAC claims. The rubric is completed by the mentor principal and the university supervisor at the internship midpoint, for formative purposes, and in the final week of the internship, for summative purposes. You are also encouraged to use the rubric for self-assessment and as a guide for specific performance level attainment during the internship. Minimum scores on the Principal Leadership Internship Evaluation Rubric are required for successful completion of the internship courses. The rubric is scored once at the midpoint of the internship experience (the end of the first eight weeks) and again at the end of the full sixteen week internship. Scores for both rubrics are entered into the data system but only the final rubric is included in the programmatic e-folio. The maximum rubric score is 152 points. A minimum of 60 points should be achieved by the midpoint. (If this is not achieved, an Action Plan will be collaboratively developed for the student by the student, mentor principal, and University supervisor, copied to the coordinator of the PL specialization.) A minimum of 96 points must be achieved by the final evaluation– with no components rated ‘not observed’ or ‘not yet competent’ and no more than one component under each ISLLC standard, leadership skill, or leadership disposition rated ‘developing competence’. It is also expected that a majority of the scores under ISLLC 2 and ISLLC 6 be rated as ‘leadership competence’. Page 27 of 67 On-Line Seminars On-line Principal Leadership seminars will be pre-scheduled, held on a monthly or bimonthly basis, and facilitated by the PL program coordinator. Virtual attendance is required for M.Ed. PL students during the internship; students at all phases of the PL specialization are welcome to be in attendance, as are mentor principals. (Some of the seminars will be recorded in case a seminar has to be missed and to provide professional development opportunities for PL faculty, mentor principals, and future students.) Part of the seminar will usually be devoted to collaborative problem solving. The remainder of the seminar may involve analysis of a case study, a virtual simulation, a guest presenter/ responder, etc. The goal is to make the seminars a beneficial use of your time during the internship and to give students not yet at that point an opportunity to hear about real-world challenges and how they can be met. Reflections Internship reflection emails are due to your university supervisor at the end of every week of the internship. Minimum length is 2-3 paragraphs. Weekly length will vary according to what has taken place during the week. For example, the reflection for a week in which three days involve a holiday break would probably be much shorter than a week in which you were involved in a suspension hearing. Content of the reflections is not scored as they are intended to be regular communications between you and your university supervisor. Your meeting the requirement to submit weekly emails is assessed by your university supervisor on the internship evaluation at the end of 8 weeks and 16 weeks. Reflections differ from logs in that logs summarize how time was spent. Reflections explore how you think or feel about events that took place, what you believe you have learned as a result, and how that learning will influence your subsequent work as an educational leader. Suggested prompts to help you get started – but by no means a definitive list – are provided below: Share an insight gained. Something that went well – and why. Something that went wrong – and what would be done differently if a similar situation were encountered. What if… A belief affirmed. A problem and how .it was or was not yet solved. A conflict and how it was or was not yet resolved. Role-related challenges. How theory and practice connected. A research-based practice used and why. A question to which you are seeking an answer. Is a situation going to recur? If so, how do you prepare or build capacity to be ready for future occurrences? If a mistake was made, how can it be prevented from happening again? Did you note a gap in your own knowledge? What could you do to remedy this? What have I learned about myself as an educational leader this week in terms of my developing strengths and areas to work on? Page 28 of 67 Remediation Processes and Remediation Action Plans If a candidate does not achieve a midpoint rubric rating of at least 15 points or if any other concern arises during the internship, the university supervisor will call this to the attention of the PL program coordinator. They will discuss whether or not intervention is needed prior to beginning the second eight weeks of the internship experience. If it is determined that remediation is needed, at this point or at any point during the second eight weeks of the internship, it will usually take one of the following forms. Success will be determined in the following ways: Remediation Action Plan Component Revision of e-folio assignment or project is needed to reach mastery level, as determined by rubric. Required internship experiences not yet underway by the midpoint of the internship and/or no mention of them is made on the internship action plan. Additional internship hours needed or needed under specific standards. Preponderance of rubric components rated ‘developing’ at the midpoint evaluation, a rubric score of 15 is not attained by the midpoint, or a rubric score of 24 is not attained by the final evaluation in week 15. Action Plan concerns at the 7-week point. Illness of intern during the 16-week internship. Medical or personal complications requiring a leave of ab sence Success Determined By: Revised assignment or project is scored at satisfactory mastery level by course instructor. A revised action plan that includes the experiences is submitted to the university supervisor. Weekly logs and reflections must provide evidence that the revised action plan is being carried out. A revised action plan that includes the necessary additional hours is submitted to the university supervisor. Weekly logs and reflections must provide evidence that the revised action plan is being carried out. If mentor principal and university supervisor agree that more time will serve the purpose of supporting the intern’s role development process, the internship may be extended, pending approval by the program coordinator and any resulting financial arrangements agreed to by the intern. The revised action plan must contain components targeting a successful completion of the internship. Weekly logs and reflections must provide evidence that the revised action plan is being carried out. The Arizona Department of Education requires a 15-week internship experience. If an intern will need to miss more than a week for medical or other unanticipated reasons of an emergency nature, a plan can be put in place to extend the internship by a couple days or weeks to allow for a 15-week experience. If more than two weeks must be missed, a leave of absence will be needed. If the intern is not able to continue in the internship for medical or any other reasons, the situation would be handled as it would be should this happen during any other NCU course and the details of a leave of absence plus re-entry plan would be determined and agreed upon by the intern, mentor principal, and program coordinator. Supervision and Supervisory Contacts You will be supported during your internship by your Mentor Principal, your University Supervisor, and the Instructor of the two 8-week PL 6010/6011 courses comprising the 16-week internship: Mentor Principal – Your mentor principal has daily supervisory responsibility for overseeing your internship experiences. He or she also has the final word on what can and cannot be done in his or her school and will work with you on the logistics of carrying out your action research project. (If the NCU candidate is already a working principal, completing the internship experience on-the-job in their own building, the licensed mentor principal from another school or the central office could assist with providing experiential options in the case any conflict of interest issues should arise.) It is hoped that the work invested in serving as your mentor Page 29 of 67 will be balanced by the assistance to your mentor principal and the service to the school that you will provide. You will probably have several on-the-run conversations or email exchanges during the week but schedule a regular time to talk uninterrupted with your mentor principal on a weekly basis. Conversations need not be long. You may also wish to forward your mentor principal a copy of your weekly action-planin-progress. Your mentor principal will join you and your university supervisor for three on-site visits (during or as close as possible to weeks 1 and 8 in PL 6010; week 11 in PL 6011); will join you, your university supervisor, and your course instructor for the four-way email exchange (with optional conference call/Skype visit if needed) in week 4, and for the final 4-way conference call or Skype meeting to discuss your final internship evaluation in week 15. If you are a teacher, assistant/associate principal, or a full-time student, the mentor principal will probably be your building principal. If you are already a PK-12 principal working in a private school and/or under a provisional license, your mentor principal may be a licensed principal from a nearby school or a buildingcertified administrator at the central school district office level. It is understood that Mentor Principals may change jobs during the course of the candidate’s principal preparation degree program. If this should occur, NCU requests that you assist the student in locating a school administration professional who is able and willing to assume the role of the candidate’s Mentor Principal. Mentor principals must hold a minimum of a master’s degree in educational leadership, school administration, or a similar area and be a certified, practicing PK-12 school principal. Mentor principals sign a letter of agreement as part of the application process. The mentor principal agrees to provide support and guidance to the PL candidate in the completion of all required field experiences and during the 16-week internship - including required, optional, and individually determined internship experiences. The mentor principal completes the field experience rubric and provides a copy to the course instructor by the start of the last week of each PL course. The mentor principal is available to meet with the university supervisor at predetermined times of mutual convenience during the internship. The mentor principal also completes an internship evaluation rubric at the midpoint and end of the 16-week internship. The Arizona Department of Education (2008) suggests seeking mentor principals with the following characteristics: • Demonstrates effectiveness as school leader • Models continuous learning and reflection • Encourages open communication • Ability to handle the unexpected with professionalism • Follows district and board policies • Builds confidence in intern • Expresses an interest in being a mentor • Is culturally competent • Demonstrates generosity in sharing ideas and resources • Provides introductions and networking opportunities for intern • Instills a sense of trust and support • Willing and able to devote dedicated time to the intern on a regular basis • Listens well and serves as a sounding board • Is accepting of differences Page 30 of 67 Mentor Principals agree to support interns by doing the following: • Welcome intern to the district. • Socialize the intern to the community and school culture. • Help intern decide on the sequence of developmental activities most appropriate for the internship (creating the action plan), given the intern’s needs and the district’s and school’s needs. • Provide coaching for skill development. • Facilitate/design opportunities for completion of internship activities. • Engage in conversations about activities and daily events; promote self reflection and problem solving. • Help intern form relationships with people in the district. • Observe intern on a regular basis. • Allocate time for frequent, regular contacts with intern. • Provide emotional support to intern. • Model leadership competencies and make one’s leadership choices transparent. • Track intern progress against standards. • Consult with university supervisor and/or program coordinator. • Facilitate leadership in the intern without telling the intern what to do. • Assist intern in developing the e-folio. • Assist intern in gaining entry to other settings or schools, as needed. • Listen to intern with sympathy without necessarily condoning or condemning what may seem to be ineffective or inappropriate actions. • Make sure that the intern gets a thorough picture of the duties of the principal. University Supervisor – Your university supervisor is an experienced school administrator who is contracted by the University to be the local connection between your school and the University. In most instances your university supervisor will also be your course instructor for PL 6010/6011 and ideally for PL5050. Your supervisor will be responsible for working with you to schedule all supervisory contacts. This involves making three on-site supervisory visits (in weeks 1, 8, and 11); scheduling a 4-way email exchange (and optional conference call/Skype visit) with you, your mentor principal, and your course instructor in week 4, and scheduling the 4-way final evaluation meeting, conference call, or Skype meeting in week 15. University supervisors provide developmental supervision for interns by doing the following: • Meet with interns at the start of the internship to identify needs, explain internship procedures, and help to set expectations. • Meet with mentor principals and interns to discuss the initial Internship Action Plan, suggest revisions as needed, and help decide on the sequence of developmental activities most appropriate for the internship, given needs of the intern, school, and district. • Observe intern as scheduled. • Attend monthly seminars for interns. • Maintain contact with interns. • Provide emotional support to interns. • Provide feedback to interns. Page 31 of 67 • Consult with mentor principals, support them in their work with interns, and provide constructive feedback. • Assist interns in developing e-folios. • Track intern progress against standards. • Evaluate interns and assign grades, with input from mentor principals. • Help evaluate internship program effectiveness. • Uphold all university, district, and state requirements for interns. Course Instructor – Your course instructor will work with you on writing your action research project, submitting your required ISLLC artifacts and weekly reflections, and making sure all necessary components are uploaded to your electronic portfolio. He or she will also be included in the email/Skype/conference call check-in during week 4; will be copied on your action plan in weeks 1, 7, and 15; and will participate in your final evaluation meeting, conference call, or Skype meeting in week 15. The NCU Principal Leadership supervision model calls for one professional to act as university supervisor and as course instructor. In cases where this is not possible, for instance if the only available university supervisor is an experienced K-12 superintendent who does not hold a doctorate in the field, the on-site university supervisor and course instructor could potentially be two different professionals. You will have an opportunity to evaluate field personnel (mentor principal and University supervisor on the same leadership skills and dispositions on which you are assessed in all field experiences and the internship after your 16-week internship has ended (See APPENDIX M). You will also evaluate your course instructor, using the same NCU course evaluation as is used in other courses. Submitting Artifacts and Documents The following documentation is submitted to your university supervisor: weekly reflections; action plans in weeks 1, 7, and 15. Your university supervisor and PL course instructor are both copied on the action plans in week 1, week 7, and in week 15 when the final plan showing the accomplishment of all requirements should be completed. Unless otherwise specified, any formative working drafts of the action plan from other points in the internship are shared only with your mentor principal. (Your university supervisor is also invited to monthly on-line seminars but his or her attendance is not required: it is a courtesy invitation and may be considered professional development for purposes of maintaining his or her own certification.) The following documentation is submitted to your PL 6010 course instructor: action plan in weeks 1, 7, and 15; action research components; internship logs; ISLLC-aligned artifacts; philosophy of educational leadership. Again, if your university supervisor is also your course instructor, as intended, submission of documentation will be simple as it will all go to one person. Your mentor principal is available to support and guide you as well as to have final authority over what you may do in his or her building in regard to educational leadership activities and experiences. He or she is not responsible for any grading or paperwork other than contributing to the midpoint and final evaluations of your internship work. Page 32 of 67 PROGRAM TEXTBOOKS At the time this Handbook was posted/went to press, the following list of textbooks was in use for PL and ED courses. Do not purchase texts until you confirm they will be needed when registering for your courses. However, if you should find low-cost or no-cost books as listed below you may choose to obtain them. Alexander, K. & Alexander, M.D. (2012). American Public School Law (8th ed). Independence, KY: Wadsworth. Glanz, J. (2003). Action research: An educational leader’s guide to school improvement (2 ed.). Norwood, MA: Christopher-Gordon. nd Glatthorn, A.A., & Jailall, J.M. (2009). The principal as curriculum leader: Shaping what is taught and tested (3rd ed.). Thousand Oaks, CA: Corwin Press. Glickman, C. D., Gordon, S. P., & Ross-Gordon, J. M. (2014). SuperVision and instructional leadership: A developmental approach. Boston, MA: Allyn & Bacon. Kowalski, T. (2011). Case Studies on Educational Administration (6th ed). Upper Saddle River, NJ: Pearson. Nieto, S. & Bode, P. (2012). Affirming Diversity: The Sociopolitical Context of Multicultural Education. NJ: Pearson. Noll, J. (2012). Taking sides: Clashing views on educational issues. New York: McGraw-Hill. Rubin, R., Abrego, M., & Sutterby, J. (2012). Engaging families of ELLS: Ideas, resources, and activities. Larchmont, NY: Eye on Education. Sergiovanni, T. J. (2009). The principalship: A reflective practice perspective (6th ed).New York, NY: Allyn and Bacon. Sorenson, R. D. & Goldsmith, R. M. (2012). The principal’s guide to school budgeting (2nd ed.). Thousand Oaks, CA: Corwin Press. A copy of the ISSLC Standards and Functions may be found in APPENDIX O. If you have questions regarding any aspect of this Handbook or any component of the NCU M.Ed. program in Educational Leadership with a specialization in PK-12 Principal Leadership, please contact the PLCS Coordinator, Dr. Mary Goggins Selke, at [email protected] or the School of Education Dean, Dr. Cindy Guillaume, at [email protected]. Page 33 of 67 APPENDIX A Admissions.) FORM A (Please complete the online version of the form, available from NCU Northcentral University School of Education Letter of Reference (PART I) and Experience Verification (PART II) M.Ed., Specialization in PK-12 Principal Leadership (Certification Preparation) Candidate Name:___________________________ School:____________________________________ Job Title:__________________________________ Years in Most Recent Position: _______________ Total Years of Successful Full-Time Teaching Experience (all schools/districts):_________________ PART I - Applicants to the M.Ed./PLCS must provide a supportive recommendation from their current (or most recent) supervising principal or superintendent, addressing the following attributes. Please download this form; type or paste responses into the matrix below, expanding the cells as needed; and upload the form as an attachment. # Candidate Attributes 1 Aptitude for school leadership Rating:______ NO – Not Observed 1 2 3 4 Too soon to tell, still developing as a teacher Demonstrating teacher leadership in grade level or content area Demonstrating educational leadership in specific projects or areas Already demonstrating educational leadership skills Developing skills in both problem solving approaches Competent with autonomous approaches; developing collaborative skills Competent with collaborative approaches; developing autonomous skills Already competent with both approaches Difficulty handling complex situations and multiple tasks simultaneously Difficulty handling complex situations or multiple tasks simultaneously Handles complex situations and multiple tasks simultaneously Consistently handles complex situations and multiple tasks simultaneously Not yet demonstrating commitment to professional ethics, integrity, and practices Beginning to demonstrate commitment to professional ethics, integrity, and practices Demonstrating commitment to professional ethics, integrity, and practices Consistently demonstrating commitment to professional ethics, integrity, and practices Working to account for time limits, be prompt, meet or beat deadlines In some instances plans to account for time limits, be prompt, meet or beat deadlines Usually plans to account for time limits, prompt, meets or beats deadlines Plans to account for time limits, prompt, meets or beats deadlines Avoiding technology to support educational practice. Beginning to use technology to support educational practice. Using technology to support educational practice. Seeking innovative technology to support educational practice. Optional Explanation:: 2 Ability to solve problems collaboratively or autonomously Rating:_______ Opt ional Explanation: 3 Working style Rating:_______ Optional Explanation: 4 Professionalism Rating:_______ Optional Explanation: 5 Time Management Rating:_______ Optional Explanation: 6 Use of Technology Rating:_______ Optional Explanation: Page 34 of 67 7 Written Communication Rating: Working toward professional, organized, error-free written communication. Usually professional and organized with minor mechanical errors in written communication. Professional and organized, with mostly accurate mechanics in written communication. Professional and well-organized with accurate mechanics in written communication. Optional Explanation: 8 Is there anything else you would like NCU to know about the applicant’s readiness for a Principal Preparation Program?: Principal or Superintendent Providing Recommendation:______________________________________ Signature: ______________________ Date:_____________ Phone:__( )________________________ PART II - Verification of at least three years of successful full-time PK-12 teaching experience, by your current or most recent supervising principal or superintendent (or HR office) may also be provided separately, on school or district letterhead, or by using the same form that will be used to verify this experience after completion of the M.Ed./PLCS if applying for Arizona PK-12 Principal licensure. (The AZ form may be found at: http://www.azed.gov/educator-certification/files/2011/09/verificationteaching-experience.pdf ) School (Most recent 1st) and Location Beginning Date Ending Date Grade Level(s) and/or Content Areas Taught (month/year) (month/year) Principal, Superintendent, or HR Personnel Verifying Information:___________________________ Signature: ______________________ Date:_____________ Phone:__( )______________________ Page 35 of 67 APPENDIX B – COURSE SCHEDULE OPTIONS – M.Ed./PLCS Option 1 – Approximately 1 year and 10 months 1 2 3 4 5 6 7 8 9 10 11 12 13 14 EDU 5000-8 15 16 17 18 19 20 21 22 23 ED 5034-8 24 25 26 27 28 29 30 31 32 PL 5035-8 33 34 35 36 37 38 38 40 41 PL 5016-8 42 43 44 45 46 47 48 PL 5004-8 ED 5001-8 49 50 51 52 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 ED 5022 PL 5013 ED 5023 PL 5050 PL 6010 PL 6011 Option 2 – Just over 2 years 1 2 3 4 5 6 7 8 9 10 EDU 5000 45 46 11 12 47 48 49 50 51 52 1 2 PL 5004 39 40 PL 6010 41 13 14 15 16 17 18 19 ED 5001 42 3 4 5 6 7 8 9 10 PL 5013 43 44 45 46 47 20 21 22 23 24 25 26 27 ED 5034 48 49 50 11 12 52 1 29 30 31 32 33 34 35 36 PL 5035 13 14 ED 5023 51 28 15 16 17 18 19 20 37 38 38 40 41 42 43 44 30 31 32 33 34 35 PL 5016 21 22 23 ED 5022 24 25 26 27 28 29 36 PL 5050 2 PL 6011 * Candidate Schedule Planning: If the course pair of PL 5035 and PL 5016 fall during a summer vacation when planning the program schedule, and summer school supervision/ curriculum work is not possible, the course pair of PL 5035 and PL 5016 may be exchanged for the course pair of PL 5004 and PL 5013. Up to three weeks may be built in between all courses except PL6010/PL6011 which must be completed in a 16-week block. Page 36 of 67 37 38 44 APPENDIX C FORM B (Please complete the online version of the form, available from NCU Admissions.) Northcentral University School of Education Mentor Principal Agreement Name:________________________________ School: ______________________________________ School Address/City/State/Zip:__________________________________________________________ School Phone:___________________________Cell Phone (optional):__________________________ Graduate Degree(s):_______________ Degree Granting School(s):____________________________ Administrative Certification(s)/ST(s)/YR(s) (You may attach a certificate copy.):________________ By signing the Mentor Principal Agreement you commit to the following: Preparation Responsibilities: Participate in an hour-long, on-line Mentor Principal meeting with the Coordinator of the M.Ed./PLCS within the first two months of the candidate’s beginning EDU 5000, the first course in the program. Meetings are held monthly, on a different evening each month, usually at 7:00 pm ET. Field Experience Responsibilities: Oversee and sign off on the administrative candidates’ field experiences. Facilitate the completion of standards-aligned course-imbedded field experiences. Schedule uninterrupted time to communicate with the candidate on a regular basis (biweekly minimum). Complete each course-specific field experience rubric and provide a copy to the course instructor by the start of the last week of each PL course. Internship Responsibilities: Oversee and sign off on the administrative candidates’ 16-week internship. Facilitate the completion of required and optional standards-aligned internship requirements. Support the candidate in planning and carrying out the action research project. Action research projects are school improvement oriented; approved by the mentor principal, course instructor, and the NCU Institutional Review Board (IRB) in the course preceding the internship, and completed during the internship. Page 37 of 67 Review weekly action plan-in-progress documents as requested by the intern. Participate in Supervisory Conferences: Schedule uninterrupted time to talk about internship progress on a weekly basis. Participate in Formative Conferences: Meet with your intern and the university supervisor for three on-site visits (during or as close as possible to weeks 1 and 8 in PL 6010; week 11 in PL 6011) and participate in one four-way email exchange (optional conference call/Skype if needed) in week 4. Participate in Summative Conference: Contribute to the meeting, conference call, or Skype meeting to discuss the final internship evaluation with the intern, and university supervisor/course instructor in week 15. Complete an internship evaluation rubric at the midpoint and end of the 16-week internship and provide a copy to the NCU supervisor. The Arizona Department of Education provides the following role guidelines for Mentor Principals: • Welcome intern to the district and socialize the intern to the community and school culture. • Help intern decide on the sequence of developmental activities most appropriate for the internship [creating the NCU action plan], given needs of the intern and the school/district. • Provide coaching for skill development and provide overall support to the intern. • Facilitate/design opportunities for completion of internship activities. • Engage in conversations about activities and daily events; promote reflection and problem solving. • Help intern form relationships with people in the district. • Observe intern on a regular basis and allocate time for frequent, regular contacts with intern. • Model leadership competencies and make one’s leadership choices transparent. • Track intern progress against standards [via NCU the evaluation rubrics]. • Communicate with university supervisor and/or program coordinator as needed. • Facilitate leadership in the intern, as much as possible without telling the intern what to do. • Assist intern in developing the e-folio. • Assist intern in gaining entry to other settings or schools, as needed. • Listen to intern with sympathy without condoning or condemning apparently ineffective actions. • Make sure that the intern gets a thorough picture of the duties of the principal. Mentor Principals are invited to complimentary CEU-granting professional development offerings, such as bimonthly Principal Leadership seminars, and have access to the NCU on-line library through their NCU email accounts. By signing this agreement I commit to providing support and guidance to the NCU Principal Leadership candidate in the planning and completion of all required course-embedded field experiences; the action research project; and the required, optional, and individually determined internship experiences. I will also provide input to the course instructors of PL-prefix courses wherein field experiences are embedded and to the NCU supervisor during the Internship by scoring the rubrics developed for these purposes. Mentor Principal Signature:____________________________________ Date:______________ Mentor Principal Printed Name:_________________________________ Page 38 of 67 APPENDIX D Field Experience Log – NCU Principal Leadership Program Principal Candidate Name, Email, and Phone__________________________________________________________________ Date Day Time Time Description of Experience(s) ISSLC Site and Principal (or In * Out * Standard(s) & Contact Phone Designee) Functions * Round to nearest .25 hour. Page 39 of 67 Initials APPENDIX E Common Components: Field Experience (FE) Evaluation Rubric The common components of the Principal Leadership Field Experience Evaluation Rubric are scored five times: once for every PL course in which required field experiences are included. A rating of more than one “not yet competent” on the common component strands or course-specific field experience component strands in the first two PL courses (PL 5035 and 5016) and any “not yet competent” ratings in the third, fourth, or fifth PL courses (PL 5004, 5013, and 5050) will trigger an evaluation for an Action Plan. Competence Levels: Not Yet Competent Developing Competence Basic Competence Advanced Competence 0 Points .25 Points .50 Points .75 Points Leadership Dispositions Commitment to professional ethics, Not yet demonstrating Beginning to demonstrate Demonstrating commitment to Consistently demonstrating integrity, and standards of practice. commitment to professional commitment to professional professional ethics, integrity, commitment to professional ethics, integrity, and standards ethics, integrity, and standards of and standards of practice. ethics, integrity, and standards of practice. practice. of practice. Demonstrated respect for diverse cultures Working toward demonstrating Demonstrating tolerance for Demonstrating respect for Demonstrating ability to and backgrounds respect for students, teachers, diverse students, teachers, and diverse students, teachers, and interact respectfully and and/or families from different families. families. effectively with diverse backgrounds. students, teachers, and families. Leadership Skills Ability to solve problems in Not yet taking initiative to Beginning to take initiative to Beginning to approach problem Approaching problem solving administrative practice attempt problem solving. solve practice-generated solving collaboratively or collaboratively or problems. independently as needed. independently as needed. Apply educational leadership principles Beginning to identify Identifying principles/theories Identifying principles/theories Beginning to identify and theories in practice, with emphasis on principles/ theories that may that may inform practice and how they inform practice principles/ theories and how the ISLLC functions aligned with field inform practice examples. examples. after practice examples take they inform practice as it takes experiences in this course. place. place (reflection in action). Effective written communication. Working toward professional, Usually professional and Professional and organized, Professional and wellorganized, error-free written organized with minor with mostly accurate mechanics organized with accurate communication. mechanical errors in written in written communication. mechanics in written communication. communication. Numeracy skills Working to process, analyze, Beginning to analyze or use Analyzing and using Beginning to explain as well as explain, and use admin. data. administrative data. administrative data. analyze and use admin. data. Oral communication. Working toward professional, Usually professional and easily Professional and usually easily Professional and easily easily understood, grammatical understood with minor oral understood with mostly correct understood with correct oral oral communication. grammar errors. oral grammar. grammar. Use of technology Avoiding common Beginning to use common Using common technological Beginning to seek innovative technological applications to technological applications to applications to enhance technology applications to enhance administrative enhance administrative practice. administrative practice. enhance administrative practice. practice. Page 40 of 67 APPENDIX F Principal Leadership Internship Experiences ISSLC Standards Alignment to Optional Experiences, Required Experiences, Required Internship E-Folio Components ISLLC Standard Optional Internship Experiences Required Internship Required E-folio Experiences Artifacts ISLLC 1 - An Drafting or revisiting/revising a school vision and/or mission and/or Philosophy of Revisit and revise your education leader goals. Educational working Philosophy of promotes the success Educational Leadership. Leadership of every student by Analyze the areas of fund raising that are conducted by various facilitating the (Begun PL 5050; development, organizations in the building and how the money is spent to achieve articulation, revised PL 6010/6011) the vision of the school. implementation, and stewardship of a vision of learning that is shared and supported by all stakeholders. ISLLC 2 - An education leader promotes the success of every student by advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth. Added to e-folio during PL 6011. Facilitate focus groups associated with school improvement planning. Attend or lead PLC meetings – in an area or grade level outside your teaching focus or content area(s) of expertise. Coach adults, especially those with much more or less experience. Conduct clinical supervisory processes (if you are permitted to do so in your school). Participate in supervisory walk-throughs. (Be sure to maintain and analyze acquired data, follow up with teachers as needed, etc.) Work with teachers in the planning and/or delivery of instruction. Work with the administration processes associated with high stakes standardized tests. Facilitate efficient use of instructional planning time to improve student achievement. Demonstrate leadership level skills by planning and coordinating a professional development initiative for a small or large group of faculty members. (Leadership level skill demonstration is an ADE requirement.) Assist in the implementation of project-based learning. Conduct data analysis of student achievement for the purpose of Page 41 of 67 Faculty Professional Development Initiative (Plan written in PL 5016; carried out in PL 6010/ 6011) Added to e-folio during PL 6011. informing professional development for teachers. Work with budget planning or allocation of funds for professional development based on data analysis . Do an analysis of the previous year’s professional development budget, how funds were disbursed, how outcomes were measured. ISLLC 3 - An education leader promotes the success of every student by ensuring management of the organization, operation, and resources for a safe, efficient, and effective learning environment. Connect data with best practices when recommending budget allocations. Facilities management – shadow a head custodian for all or part of a day Ride a bus route before or after school. (And don’t sit up front.) Supervision at during or after school events – augment safety; prevent or counter bullying. Re: student safety, evaluate supervision in open areas such as parking lots, hallways, cafeterias, lounges, lobby areas, etc. Review safety and work with plans for all drills, fire, intruder, tornado, etc including communication with parents, police, media, counseling, etc. Review an entire fiscal year budgeting processcan be from a year or two prior-at the building level. (If you have the opportunity to view budgets for a building that differs from yours in regard to demographics and/or building level, do so to compare and contrast the two.) School Budget Analysis (PL 5013) Devote a minimum of 20 hrs to working with parents and other external community members, either one-on- Case Study Analysis: Facilitating Community Buy-In (ED 5034) Added to e-folio during PL 6010. Analyze student achievement data for the purpose of informing acquisition of materials and supplies. ISLLC 4 - An education leader promotes the success of every student by collaborating with faculty and Special Needs Students, IEPs, MFEs, etc. Communication: Internal and External – systems, what and to whom and when, software used? Page 42 of 67 community members, responding to diverse community interests and needs, and mobilizing community resources. ISLLC 5 - An education leader promotes the success of every student by acting with integrity, fairness, and in an ethical manner. Attend a school board meeting. one or in groups. Added to e-folio during PL 6010. Devote a minimum of 20 hrs to working with students, parents, and teachers whose cultural background is different from yours. (You may use hours from your required out-of-building shadowing experience to meet this requirement.) Multicultural Environment Plan (ED 5023) Participate in a presentation at a school board meeting. Represent the school at a civic or community meeting. Develop or expand systems and services to help your school reach out to English Language Learners and their families. Potential options include but are not limited to: review of programming model(s), teacher methods, funding allocations, ways to facilitate students’ academic and social successes, ways to create a welcoming school culture. Tip: Use your Rubin, Abrego, &Sutterby (2012) text as a resource. Identify your own skill areas of strength and challenge. Develop a personal vision and mission statement for you work as a school principal. Why are you in this field? What questions do you ask yourself before making a difficult decision especially when ethics are involved? Practice what Donald Schon would call “reflection in action”. Learn to distinguish situations requiring immediate attention from those that would benefit from time and reflection. Know when to ask for help or a second opinion, and from whom. What educational leadership positions – in additional to school principal-would you be interested in? Entering the profession as an assistant/associate principal is more common and the job skills are different for this role. Spend time shadowing or working with an AP. Page 43 of 67 Added to e-folio during PL 6010. ISLLC 6 - An education leader promotes the success of every student by understanding, responding to, and influencing the political, social, economic, legal, and cultural context. Plan for your own continuing professional development. Integrating School Law in Policy Decisions: Facilitating a Policy Change (The proposal was written in PL 5004 – candidates have the option to implement all or part of it in 6010/6011) Have a conversation with a school or school district attorney, asking what best advice would be given to a beginning school administrator. Possible topics If local elections are coming up, learn the education-related positions of all candidates. Whether or not elections are imminent, learn the education-related positions and voting records of elected officials. Demonstrate collaborative leadership level skills by carrying out the action research project, focusing on school improvement at the building level. (Leadership level skill demonstration is an ADE requirement.) Augment the connections between local businesses and your school. Draft a budget for materials and supplies to support teaching based on data analysis Analyze previous year’s materials and supplies budget Analyze previous year’s federal budget allocations by title area Discuss with central office leadership how they plan to allocate budget dollars for specific schools Write or manage the budget component of a grant or mini grant Participate in planning or expenditure of funds for a competitive grant Examine a large federal or state grant such as Race to the Top; participate in any part of the process that includes planning or expending grant dollars. Page 44 of 67 Action Research Project Paper (Begun in PL5050, continued in PL 6010, and completed in PL 6011) Added to e-folio during PL 6011. APPENDIX G - Benchmark Matrix - M.Ed. in Educational Leadership, Specialization in PK-12 Principal Leadership Benchmark Checkpoints: Program Admission, Enrollment Maintenance, Degree Candidacy, Certification Candidacy Assessment Points: Program Admission Enrollment Maintenance Program entrance (Prior to At the end of each course Criteria: beginning EDU 5000.) Coursework and/or Program/Specialization-Related Requirements Applications PLCS application form with all Register for courses on time. required Admission docs. Certification Valid, unencumbered, AZ or other Maintain a valid, unencumbered state teaching certificate (Alt. path teaching certificate . program ok if degree requirement met.) Degree/ Transcripted baccalaureate or MAT Complete course projects and Coursework from a regionally accredited college or assessments at a graduate level of university work. E-folio Plan to purchase required materials for Complete coursework e-folio completion (Taskstream) components of the e-folio. GPA Undergraduate (or MAT) GPA of 2.5 Maintain graduate GPA of or better. 3.0 or better. Interviews Recommendations Supervision Discuss degree program plans with Admissions counselor, Enrollment Specialist, Advisor, etc. Supportive recommendation form completed by current or most recent principal or superintendent. Signed letter of agreement from a qualified mentor principal. Arizona Department of Education Requirements Fingerprint/Criminal Documented meeting of your State’s Background Check and/or district’s fingerprint/criminal Clearance background check requirements. AZ State Tests/ Statement of Intent for AZ-approved Requirements SEI training; AZ Constitution exam (or college course) ; U.S. Constitution exam (or college course). Teaching At least 3 years of successful Experience full-time PK-12 teaching experience. Regular meetings with mentor principal, advisor, and supervisor as scheduled or requested. No concerns re: progress brought to program coordinator or Dean by program faculty. Qualified university supervisor and Internship course instructor identified by end of ED 5023. Degree Candidacy AZ Principal Certification End of the Capstone Internship Upon completion of all degree requirements, including internship A completed application for graduation. Have maintained a valid, unencumbered teaching certificate. A completed AZ (state) PK-12 Principal certificate application with fee. Meet all requirements and apply for Arizona (state) PK-12 Principal Certificate. Earned M.Ed./PLCS degree from Northcentral University. All course requirements completed for degree/specialization. Complete and upload all components of the e-folio. Complete all program course requirements with a GPA of 3.0 or better :AZ requirement. Successful internship exit conference with mentor principal, university supervisor, and course instructor. Recommendation for degree by program coordinator and Dean. Satisfactory completion of supervised internship as determined by final scores on the Internship Evaluation Rubric. Maintain school or districtrequired security clearance. Have maintained school or districtrequired security clearance. Work toward completion of any conditional admission entry point requirements regarding SEI, AZ or US Constitution. Completion of any conditional admission entry point requirements regarding SEI, AZ or US Constitution. Page 45 of 67 NCU maintains e-folio data as evidences of learning under the 6 ISLLC standards. GPA of 3.0 or better in M.Ed. with PL specialization. (Prepare for employment-focused interviews.) Paperwork for Principal Certification signed by certification officer at NCU. Verification of successfully completed internship that meets or exceeds State requirements. A photocopy of a current Arizona IVP fingerprint card must be submitted with the Application for Certification. Passing score on the Arizona Principal Licensure Examination. Three years of verified (official letterhead from district superintendent) full-time teaching in grades pK-12. APPENDIX H NCU Institutional Review Board IRB Administrative Expedited Review Request M.Ed. Program – Principal Leadership Specialization, School of Education Title of Research Project: _________________________________________________________________ Student Investigator Name: ____________________Email:__________________Phone:_______________ Indicate the date of on-line CITI Human Subjects Training completion_______:________________________ School Site for Internship:_________________________________________________________________ School Mailing Address: ________________________________School Phone:_______________________ Mentor Principal Name:_____________________Email:___________________Phone:_________________ Principal Investigator’s Statement of Responsibility As the principal investigator, my signature verifies that I have successfully completed the CITI On-Line Human Subjects Training in Education and have read and understood the University Policy and Procedures for the Use of Human Subjects in Research. All research enacted for this project will be conducted exactly as outlined in the attached proposal. Any change to this protocol will be submitted to my course instructor, my mentor principal, my specialization coordinator, and the IRB for approval prior to implementation. Investigator:___________________________________________________Date:_____________________ (Signature of principal investigator) (date) Faculty/Staff Sponsor Signatures: As faculty sponsors, these signatures verify that we have reviewed this proposal. The Mentor Principal and PL Coordinator will continue to support the candidate’s action research work, to be joined by the assigned University Supervisor and Internship course instructor once the candidate begins the capstone internship. The action research project will be conducted during the two 8-week courses of the internship. Mentor Principal:_________________________________________________________________________ PL 5050 Instructor:______________________________________Instructor’s Email:___________________ Principal Leadership Specialization Coordinator:________________________________________________ Coordinator Email:_______________________ Phone:____________________Fax:__________________ ELECTRONIC SUBMISSIONS TO THE IRB ARE CONSIDERED SIGNED VIA AN ELECTRONIC SIGNATURE. Upon obtaining the Mentor Principal’s signature, submit the proposal to the PL 5050 Course Instructor to forward to the PL Specialization Coordinator who will forward it to the IRB representative working with M.Ed. PL proposals. All proposal documents must be in one email attachment file. ************************************************************************************************* For IRB office use only Review Decision and Feedback: Approved:_____ Approved with Revisions to be Monitored by Instructor:_____ Revise and Resubmit:_____ IRB Reviewer: _____________________Signature: ___________________________Date:_____________ Page 46 of 67 PL Action Research Proposal Template/Outline Topic: Overriding ISLLC Standard and Connection of the Topic to Your Specialization: Background: [Background puts the topic in a context for a reader and targets the focus, makes the topic much more specific Do use third person – ‘the author’ – if referring to yourself or your school.] Problem Statement: [Problem statement gets very specific and puts a spotlight on an area to explore, seek new information on, help solve, or clarify.] Research Question: [Ask a very specific, focused question that you have the time, resources, and interest to answer.] Research Purpose: [Explain exactly what you want to find out and why you want to know, how it may help you make a decision or recommendation as an educational leader.] Proposed Data Collection Method: [Explain what you will do to collect data and how you will analyze the data. If you are using a pre-existing test or data collection instrument you may include a hyperlink to the instrument and/or information about it but do not need to appendix a copy of the instrument. If your data collection instrument will be self-designed – for example a survey or questionnaire - explain how you will construct the survey, emphasizing the protection of human subjects.] Page 47 of 67 Letter of Implied Informed Consent Date: To: _____(faculty members and/or parents)____________ From: _______[NCU M.Ed./PL graduate student|_______________ As you may know, I am working toward my master’s degree in Principal Leadership at Northcentral University. One of my course requirements is to conduct an action research project during my administrative internship semester. These projects are designed to help explore the effectiveness educational practices and to find out if something new would work better. Trying new approaches to leadership and instruction is an important part of an educational leader’s job. Action research helps us to formalize the process a bit. It helps us focus on the reasons for trying something new and what steps to take. It also helps us understand the research results and how to use them to help make schools better for students. My research project is going to explore_____________________________. The main question I am asking is______________________. The purpose of my project is to_________________________. When I write about the project, the identity of our school and the teachers or students in the study will be kept completely confidential. Pseudonyms will be used. Any grades or test results will be reported in my research project in ways that protect the identity of individuals. Nobody reading my project, even my professors, will be able to connect specific information with a particular student or teacher. Participation in this research project is completely voluntary. You are free not to participate or to stop participating at any time. If you have any questions about my research project or your child’s or your child’s teacher’s participation, please contact me. I am looking forward to conducting my action research project. I hope it helps me find more ways to make our best school practices even better. Sincerely, M.Ed. Candidate:_____________________________________________________Date:________________ _ Email Address:_______________________________________________________Phone:______________ Candidate’s Principal:______________________________________________________Date:________________ Email Address:_______________________________________________________Phone:______________ NCU Principal Leadership Specialization Coordinator:________________Date:__________________ Email Address:_______________________________________________________Phone:______________ Page 48 of 67 APPENDIX I Northcentral University School of Education Internship Application Name:___________________________________ NCU Student Number ___________________ Internship School Site:______________________________________________________________ School Address/City/State/Zip:_______________________________________________________ School Phone:______________________________Your Cell Phone (Optional):_______________ Mentor Principal (signed NCU agreement on file):______________________________________ NCU-Contracted University Supervisor:_______________________________________________ (NCU Supervisors need to go through a hiring and preparation process which can take 2 months or more. Be sure to select a proposed Internship supervisor well in advance of beginning ED 5023. This form must be submitted prior to beginning ED 5023.) Date to Begin PL 610 (Select a Monday):_______________________________________________ Date to Begin PL 611 (Select a Monday):_______________________________________________ (You may allow up to three weeks between PL 610 and PL 611.) Mentor Principal Signature:_____________________________________________ Date:_______ NCU Supervisor Signature:______________________________________________ Date:______ Candidate Signature:___________________________________________Date Submitted:______ NCU PL Coordinator Signature:__________________________________________ Date:______ Candidates are responsible for obtaining signatures and emailing the form to the NCU Dean’s Office. Page 49 of 67 APPENDIX J NCU Principal Leadership Internship Action Plan Candidate:______________________________________ Email:_____________________________ Phone:____________________________ Candidate Signature:_____________________ Mentor Principal Signature:___________________ University Supervisor Signature:________________________ Week ISLLC 1 ISLLC 2 ISLLC 3 ISLLC 4 ISLLC 5 ISLLC 6 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 Total Number Hours Page 50 of 67 Action Research Professional Dev Initiative Instructions: Complete the Action Plan template by writing the required, optional, and school-specific ISLLC Standards-aligned experiences in the planning matrix. It will also be helpful to plan for the specific tasks pertaining to your action research project. Download the Action Plan matrix and expand the cells as needed. When completing the Action Plan for PL 6010, weeks 1-8 must be included in the plan. (Drafting weeks 9-16 are optional at this point but encouraged.) When completing the Action Plan for PL 6011, include what has been accomplished in weeks 1-8 and what is planned for weeks 9-16. The Action Plan is a work-in-progress and it is ok to revise it from week to week. You will probably accomplish some tasks sooner than anticipated or need more time with a specific task. You may also have on-the-job opportunities for experiences that cannot be pre-planned. (For example, your principal is out of the building for a district administrative meeting, leaves you as administrator in charge, and the local fire marshal appears to conduct an unannounced fire drill.) It is suggested that you draft an initial electronic copy of the action plan and devise a code for it, such as your initials, the plan, and the week (MGSActionPlanWeek1). Commit to a weekly review of the working plan at the end of every week, update it with everything that has been accomplished during that week, and save the revised plan as the second draft (MGSActionPlanWeek2). Keeping up with accomplishments on a weekly basis will: 1) make it easier for you to plan the required ISLLC artifact submissions, 2) help you track and plan for your own use of time, and 3) make it much easier for you to provide the Action-Plan-to-date which will be required for the second face-to-face meeting with your mentor principal and university supervisor in week 7. You are also required to upload a completed Action Plan to your e-folio at the end of your internship. Page 51 of 67 APPENDIX K Weekly Internship Experience Log – NCU Principal Leadership Program Candidate Name, Email, and Phone____________________________________________ Mentor Principal Initialed______ Date Day Exp Hours* Description of Daily Experience(s) ISSLC Standard(s) & Functions/Hrs Mo Tu We Th Fr Wk End * Round to nearest .25 hour. (Weekend hours are not required but time spent in leadership tasks such as student supervision, committee meetings, supervision work involving weekend instructional programs, etc. may be counted toward required hours.) Page 52 of 67 APPENDIX L Northcentral School of Education PK-12 Principal Leadership Internship Evaluation Rubric This rubric is scored once at the midpoint and again at the end of the full sixteen week internship. Scores for both rubrics are entered into the data system but only the final rubric is included in the programmatic e-folio. The maximum rubric score is 152 points. A minimum of 60 points should be achieved by the midpoint. A minimum of 96 points must be achieved by the final evaluation– with no components rated ‘not observed’ or ‘not yet competent’ and no more than one component under each ISLLC standard, leadership skill, or leadership disposition rated ‘developing competence’. It is expected that a majority of the scores under ISLLC 2 and ISLLC 6 be rated as ‘leadership competence’ in the final version. Students will also be encouraged to use the rubric for self-assessment and reflection purposes. ISLLC 1 - An education leader promotes the success of every student by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by all stakeholders. Comments: Composite ISSLC 1 Score:_____ 1A - Collaboratively develop and implement a shared vision and mission. Score:_____ 1B - Collect and use data to identify goals, assess organizational effectiveness, and promote organizational learning. Score:_____ 1C - Create and implement plans to achieve goals. Score:_____ 1D - Promote continuous and sustainable improvement. Score:_____ 1E - Monitor and evaluate progress and revise plans. Score:_____ Not Observed Not Yet Competent 0 Little or no documented work with vision or mission statements. Little or no assessment of organizational effectiveness, propose organizational goals, or promote an organizational vision of learning. Little or no work with creating or implementing learning-focused school goals. Developing Competence 1 Analyze vision and/or mission statements. Little or no work engaging faculty in plan(s) for contributing to ongoing content area/grade level or schoolwide improvement. Little or no work with monitoring or revision of schoolwide or grade level/content area Engage faculty in plan(s) for contributing to shortterm content area/grade level or school wide improvement. Work with data to assess organizational effectiveness, propose organizational goals, or promote an organizational vision of learning. Assist with the implementation of plans to achieve grade-level, content area, or school goals. Assist with monitoring or revision of content area/grade level improvement plan(s). Basic Competence 2 Independently draft or revise all or part of a school vision and/or mission. Work with data to assess organizational effectiveness, propose org. goals, and promote an organizational vision of learning. Collaboratively create/revise or assist with implementation of plans to achieve grade-level, content area, or school goals. Engage faculty in plan(s) for contributing to ongoing content area/grade level or schoolwide improvement. Assist with monitoring or revision of schoolwide Page 53 of 67 Advanced Competence 3 Collaborate with faculty to revise or develop all or part of a school vision and/or mission. Work with data to collaboratively plan for the improvement of org. effectiveness or set organizational goals and articulate a shared vision of learning. Collaboratively create /revise and assist with implementation of plans to achieve grade-level or content area goals. Leadership Competence 4 Collaborate with faculty and other stakeholders to revise or develop all or part of a school vision and/or mission. Work with data to collaboratively plan for the improvement of organizational effectiveness, set organizational goals, and articulate a shared vision of learning. Collaboratively create/ revise and assist with implementation of plans to achieve school-wide goals. Facilitate identification of individual strengths and engage all/most faculty in plan(s) for contributing to ongoing content area/grade level improvement. Contribute to development of ways(s) to monitor or revise schoolwide improvement Facilitate identification of individual strengths and engage all/most faculty in plan(s) for contributing to ongoing content area/grade level and schoolwide improvement.. Contribute to development of ways(s) to monitor and revise schoolwide improvement plan(s). improvement plans. improvement plan(s). plan(s). ISSLC2 - An education leader promotes the success of every student by advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth. Comments: Composite ISLLC 2 Score:_____ 2A - Nurture and sustain a culture of collaboration, trust, learning, and high expectations. Score:_____ 2B - Create a comprehensive, rigorous, and coherent curricular program. Score:_____ 2C - Create a personalized and motivating learning environment for students. Score:_____ 2D - Supervise instruction. Score:_____ 2E - Develop assessment and accountability systems to monitor student progress. Score:_____ Not Yet Competent 0 Work with faculty, staff, and students does not usually demonstrate expectations for trust, learning, and high expectations. Little or no work assisting faculty with curricular selection or implementation. Developing Competence 1 Work with faculty, staff, and students in ways that usually demonstrate expectations for trust, learning, and high expectations. Little or no active involvement or support in the creation of personalized, motivating environments for all students. Little or no experience with walk-throughs, clinical supervision, and subsequent follow-up. Support faculty and staff in the creation of personalized, motivating environments for all students in a grade level or content area. Little or no involvement with assessment and/or accountability systems to monitor student progress. Support the implementation of assessment and/or accountability systems to monitor student progress. Make recommendations to faculty regarding curricular selection or implementation. Conduct routine walkthroughs and/or 3-step clinical supervisory visits, working to improve subsequent follow-up with teachers. Basic Competence 2 Consistently work with faculty, staff, and students in ways that demonstrate expectations for trust, learning, and high expectations. Collaborate with faculty to make decisions regarding curricular selection or implementation. Support faculty and staff in the creation of personalized, motivating environments for all students, schoolwide. Advanced Competence 3 Collaborate with faculty, staff, and students to develop a culture of trust, learning, and high expectations. Leadership Competence 4 Collaborate with faculty, staff, students, and families to develop and sustain a culture of trust, learning, and high expectations. Collaborate with faculty to make decisions regarding curricular selection and implementation. Actively work for the creation of personalized, motivating environments for all students in a grade level or content area. Collaborate with faculty to make research-based decisions regarding curricular selection and implementation. Actively work for the creation of personalized, motivating environments for all students, schoolwide. Conduct routine walk-throughs or 3step clinical supervisory visits, subsequently following up with teachers. Develop, revise, and/or recommend ways to implement assessment and/or accountability systems to monitor student progress. Conduct routine walkthroughs and 3-step clinical supervisory visits, subsequently following up with teachers after walkthroughs or clinical supervisory visits. Collaborate with teachers to develop/ revise or implement assessment and/or accountability systems to monitor student progress. Conduct routine walkthroughs and 3-step clinical supervisory visits, following up with teachers after both kinds of supervision. Page 54 of 67 Collaborate with teachers to develop/ revise and implement assessment and/or accountability systems to monitor student progress. 2F - Develop the instructional and leadership capacity of staff. Score:_____ Prefer models that confine curricular leadership to school administrators. Support curriculumfocused leadership roles if requested by faculty. Suggest curriculumSupport faculty in Recruit faculty for focused leadership curriculum-focused curriculum-focused opportunities for leadership roles that build leadership roles that build faculty that build upon individual strengths. upon individual strengths. upon individual strengths. 2G - Maximize time spent Little or no active Collaborate with faculty in Collaborate with Collaborate with faculty Collaborate with faculty in on quality instruction. involvement with the identification or faculty in the in the identification or the identification and Score:_____ faculty in the implementation of identification and implementation of implementation of effective, identification or effective instructional implementation of effective, research-based research-based instructional implementation of practices effective instructional instructional practices practices. instructional practices practices 2H - Promote the use of Little or no observed Support faculty in the Support faculty in the Collaborate with faculty Collaborate with faculty in the most effective and support for effective identification or identification and in the identification or the identification and appropriate technologies technology-enhanced implementation of implementation of implementation of implementation of effective, to support teaching and instructional practice. effective, technologyeffective, technology- effective, technologytechnology-enhanced learning. enhanced instructional enhanced enhanced instructional instructional practices. Score:_____ practices instructional practices practices 2I - Monitor and evaluate Little or no work with Monitor or evaluate the Monitor or evaluate Monitor and evaluate the Implement transparent the impact of the monitoring and impact of instruction. the impact of impact of research-based processes to monitor and instructional program. evaluating research-based instruction. evaluate the impact of Score:_____ instructional impact. instruction. research-based instruction. ISLLC 3 - An education leader promotes the success of every student by ensuring management of the organization, operation, and resources for a safe, efficient, and effective learning environment. Comments: Composite ISLLC 3 Score:_____ 3A - Monitor and evaluate the management and operational systems. Obtain, allocate, align, and efficiently utilize human, fiscal, and technological resources. Score:_____ 3B - Promote and protect the welfare and safety of students and staff. Score:_____ Not Yet Competent 0 Little or no direct involvement with the management human, fiscal/budgetary, or technological resources Developing Competence 1 Direct involvement with the management of one of the following: of human, fiscal/budgetary, and technological resources. Basic Competence 2 Direct involvement with the management of two of the following: of human, fiscal/budgetary, and technological resources. Advanced Competence 3 Direct involvement with the management of human, fiscal/budgetary, and technological resources. Leadership Competence 4 Direct involvement with the management of human, fiscal/budgetary, and technological resources; extensive work in one or more areas. Needs to take a more active role in knowing and following safety policies and Knows and follows safety policies and procedures. Take an active role in assuring that everyone in the building knows and Take an active role in conducting safety drills and assuring that everyone in the building Take an active role in conducting and following up on safety drills and assuring that everyone in the building Page 55 of 67 procedures. 3C - Develop the capacity for distributed leadership. Score:_____ Prefer models that confine leadership roles to school administrators. Support leadership roles that build upon individual strengths if requested by faculty or staff. follows safety policies and procedures. knows and follows safety policies and procedures. knows and follows safety policies and procedures. Suggest/provide leadership opportunities for faculty that build upon individual strengths. Support formal policies and informal practices to make maximal use of instructional time. Support faculty or staff in leadership roles that build upon individual strengths. Support faculty and staff in leadership roles that build upon individual strengths. 3D - Ensure teacher and Little or no evidence Know school and/or Work to implement Work to implement formal organizational time is of support for policies district policies pertaining formal policies and policies and informal focused to support quality regarding use of to use of instructional time. informal practices to practices to make maximal instruction and student uninterrupted make maximal use of use of instructional time and learning. instructional time instructional time. minimize interruptions. Score:_____ ISLLC 4 - An education leader promotes the success of every student by collaborating with faculty and community members, responding to diverse community interests and needs, and mobilizing community resources. Comments: Composite ISLLC 4 Score: _____ 4A - Collect and analyze data and information pertinent to the educational environment. Score:_____ 4B - Promote understanding, appreciation, and use of the community’s diverse cultural, social, and intellectual resources. Score:_____ Build and sustain positive 4C - elationships with families and caregivers. Score:_____ 4D - Build and sustain productive relationships Not Yet Competent 0 Little or no evidence of skills re data collection and analysis. Developing Competence 1 Developing skills re data collection and analysis. Basic Competence 2 Work with faculty to collect and analyze data. Advanced Competence 3 Collaborate with administration and faculty to collect and analyze data. Maintain the school isolated from the community. Cooperate when approached by community members. Invite community members to the school for special programs or occasions. Bring community opportunities to the attention of teachers and students. Interaction with families and caregivers ineffective or erratic. Interaction with community partners Interact cooperatively with families and caregivers. Interact positively with families and caregivers. Take initiative to interact positively with families and caregivers. Take initiative to interact positively and assist families and caregivers. Interact cooperatively with community partners. Interact positively with community Take initiative to interact positively with Take initiative to interact positively and assist Page 56 of 67 Leadership Competence 4 Collaborate with administration and faculty to collect, analyze, and make instructional decisions based on data. Organize opportunities for reciprocal involvement between school community members and community personnel. with community partners. ineffective or erratic partners. community partners. Score:_____ ISLLC 5 - An education leader promotes the success of every student by acting with integrity, fairness, and in an ethical manner. Comments: community partners. Composite ISLLC 5 Score:_____ 5A - Ensure a system of accountability for every student’s academic and social success. Score:_____ 5B - Model principles of self-awareness, reflective practice, transparency, and ethical behavior. Score:_____ Leadership Competence 4 Involve all faculty in carrying out and planning or evaluating systems of accountability for student learning. Consistently demonstrate behaviors associated with self-awareness, reflective approaches to practice, transparency, and professional ethics-even in difficult situations. Not Yet Competent 0 Not involved with systems of accountability for student learning. Developing Competence 1 Support the concept of systems of accountability for student learning. Basic Competence 2 Monitor systems of accountability for student learning. Advanced Competence 3 Involve all faculty in carrying out systems of accountability for student learning. Demonstrate behaviors Demonstrate behaviors Demonstrate Demonstrate behaviors associated with only associated with two of four behaviors associated associated with selfone or none of four areas: self-awareness, with three of four awareness, reflective areas: self-awareness, reflective approaches to areas: self-awareness, approaches to practice, reflective approaches practice, transparency, and reflective approaches transparency, and to practice, professional ethics. to practice, professional ethics. transparency, and transparency, and professional ethics. professional ethics. 5C - Safeguard the values Demonstrate Demonstrate behaviors Demonstrate Consistently demonstrate Consistently demonstrate of democracy, equity, and behaviors not associated with democracy, behaviors associated behaviors associated with behaviors associated with and diversity. associated with equity, or diversity. with democracy, democracy, equity, and actively advocates for Score:_____ democracy, equity, equity, and diversity. diversity. democracy, equity, and and diversity. diversity. 5D - Consider and Need to apply Apply knowledge of Apply knowledge of Consistently apply Consistently apply evaluate the potential knowledge of school school law or precedent school law and knowledge of school law knowledge of school law and moral and legal law and consider being set or followed when precedent being set or and precedent being set or precedent being set or consequences of decisionprecedent being set or considering courses of followed when followed when followed when considering making. followed when action. considering courses considering courses of courses of action, and knows Score:_____ considering courses of of action. action. when to seek additional legal action. advice or counsel. 5E - Promote social Rarely base schooling- Base some schoolingBase schoolingBase most schoolingBase all schooling-related justice and ensure that related decisions on related decisions on what is related decisions on related decisions decisions primarily on what individual student needs what is in best in best interests of students what is in best primarily on what is in is in best interests of students inform all aspects of interests of students as as individuals and as a interests of students best interests of students as individuals and as a schooling. individuals or as a community of learners. as individuals and as as individuals and as a community of learners. Score:_____ community of a community of community of learners. learners. learners. ISLLC 6 – An education leader promotes the success of every student by understanding, responding to, and influencing the political, social, economic, legal, and cultural context. Page 57 of 67 Comments: Composite ISLLC 6 score:_____ 6A - Advocate for children, families, and caregivers. Score:_____ Not Yet Competent 0 Minimal support for needs of children, families, and caregivers in the school community. Developing Competence 1 Support needs of children, families, and caregivers in the school community. 6B - Act to influence local, district, state, and national decisions affecting student learning. Score:_____ Appear uninformed regarding policies and practices affecting student learning. Support local and/or district policies and practices affecting student learning 6C - Assess, analyze, and anticipate emerging trends and initiatives in order to adapt leadership strategies. Score:_____ Rarely keep up with local and national news pertinent to education and no ongoing plan for professional development. Keep up with local and national news pertinent to education and have an ongoing plan for professional development. Basic Competence 2 Advocate for the needs of specific subgroups of children in the school community; support needs of families and caregivers. Act to influence local and/or district policies and practices affecting student learning. Advanced Competence 3 Advocate for the needs of all children in the school community; support the needs of families and caregivers. Leadership Competence 4 Advocate for the needs of children, families, and caregivers in the school community. Act to influence local and/or district policies and practices affecting student learning within state and/or national context. Keep up with local and national news pertinent to education, reference professional association resources and conference information, and follow an ongoing plan for professional development. Collaborate to influence local and/or district policies and practices affecting student learning within state and/or national context. Basic Competence 2 Advanced Competence 3 Leadership Competence 4 Demonstration of commitment to professional ethics, integrity, and standards of practice. Demonstrated ability Consistent demonstration of commitment to professional ethics, integrity, and standards of practice. Demonstrated ability to Consistent demonstration of commitment to professional ethics, integrity, and standards of practice, even in difficult situations. Demonstrated ability to Keep up with local and national news pertinent to education, reference professional association resources or conference info, and follow ongoing plan for professional development. Keep up with local and national news pertinent to education, use professional association resources and conference information to inform practice, and follow an ongoing plan for professional development. 7 Leadership Dispositions – Aligned with School of Education and M.Ed. program goals. Comments: Composite School/M.Ed. Leadership Dispositions Score: _____ 7A - Commitment to professional ethics, integrity, and standards of practice. Score:_____ 7B - Demonstrated Not Yet Competent 0 Not yet demonstrating commitment to professional ethics, integrity, and standards of practice. Demonstrated Developing Competence 1 Beginning to demonstrate commitment to professional ethics, integrity, and standards of practice. Observable respect for Page 58 of 67 respect for diverse cultures and backgrounds Score:_____ tolerance for diverse students, teachers, and families. diverse students, teachers, and families. to interact effectively with diverse students, teachers, and families. interact respectfully with diverse groups of students, teachers, and families. interact respectfully with diverse groups of students, teachers, families, and community members. 8 Leadership Skills – Aligned with School of Education and M.Ed. program goals. Comments: (Include requirement of weekly email/reflection communication.) Composite School/M.Ed. Leadership Skill Score:_____ 8A - Ability to solve problems in administrative practice Score:_____ 8B - Apply educational leadership principles and theories in practice, with emphasis on ISLLC functions. Score:_____ 8C - Use of technology Score:_____ 8D - Oral communication Score:_____ 8E - Effective written communication Score:_____ 8F - Numeracy skills Score:_____ Not Yet Competent 0 Developing Competence 1 Basic Competence 2 Advanced Competence 3 Leadership Competence 4 Not yet taking initiative to attempt problem solving. Beginning to take initiative to solve practice-generated problems. Beginning to identify principles/theories that may inform practice examples. Can identify principles/theories that may inform practice examples. Beginning to approach problem solving collaboratively or independently. Can identify principles/theories and how they inform practice after practice examples take place. Approach problem solving collaboratively or independently as needed and know when to seek advice. Can identify principles/theories and how they inform practice as practice examples take place (reflection in action). Avoid common technological applications to enhance administrative practice. Working toward professional, easily understood, grammatical oral communication. Working toward professional, organized, mechanical error-free written communication. Working to process, analyze, explain, and use administrative data. Begin to use common technological applications to enhance administrative practice. Use common tech applications to enhance administrative practice. Approach problem solving collaboratively or independently as needed. Beginning to identify principles/theories and how they inform practice as practice examples take place (reflection in action). Beginning to seek out innovative technological applications to enhance administrative practice. Usually professional, usually easily understood, minor grammar errors. Professional, usually easily understood, mostly correct grammar. Professional, easily understood, correct grammar. Usually professional and organized, minor mechanical errors. Professional, organized, mostly accurate mechanics. Professional, wellorganized, accurate mechanics. Professional, easily understood, correct grammar; able to adjust oral communication style to fit preferred style of audience. Professional, well-organized, accurate mechanics; able to write in a variety of styles. Analyze or use administrative data. Analyze and use administrative data. Beginning to explain as well as analyze and use administrative data. Page 59 of 67 Seek out innovative technological applications to enhance administrative practice. Explain, analyze, and use administrative data. APPENDIX M NCU Principal Leadership Internship - Field Personnel Evaluation The Field Personnel Evaluation Instrument is completed by the intern at the end of PL 6010 and PL 6011 and submitted to the office of the PL program coordinator. If concerns are noted at the midpoint of the 16-week internship, especially if the candidate’s ability to complete internship requirements is at stake, the PL program coordinator (or his/her designee) will hold problem-solving conversations with the mentor principal and/or university supervisor. Quality of Support and Role Modeling Provided to the Administrative Intern Minimal Adequate Strong Consistently Strong By the Mentor Principal Leadership Dispositions Commitment to professional ethics, integrity, and standards of practice. Demonstrated respect for diverse cultures and backgrounds. Leadership Skills Ability to solve problems in administrative practice. Apply educational leadership principles and theories in practice. Use of technology Oral communication. Effective written communication. Data-focused numeracy skills Comments: Quality of Support and Role Modeling Provided to the Administrative Intern By the University Supervisor Leadership Dispositions Minimal Commitment to professional ethics, integrity, and standards of practice. Demonstrated respect for diverse cultures and backgrounds. Leadership Skills Ability to solve problems in administrative practice. Apply educational leadership principles and theories in practice. Use of technology Oral communication. Effective written communication. Data-focused numeracy skills Comments: Page 60 of 67 Adequate Strong Consistently Strong APPENDIX N - Northcentral School of Education PK-12 Principal Action Research Evaluation Rubric Strands from the first part of this rubric are used to score the Action Research Proposal in PL 5050; the full rubric is used to score the final Action Research Project in PL 6011. Not Not Yet Competent Developing Competence Basic Competence Developed Competence Observed 0 Points .25 Points .50 .75 Points Preliminary Components (comments): Action Research Project Cover Page Abstract Table of Contents Cover page does not follow PL 5050 proposal template. Inaccurate information included or so much information provided there is no need to read the paper. Table of Contents missing or lists components out of order. Cover page follows PL 5050 proposal template with one error. Presents accurate information, <100 or >150 words. Page numbers in the document do not align with page numbers in the Table of Contents. Advanced Competence 1 Point Cover page follows PL 5050 proposal template. Presents accurate information, 100-150 words. Presents accurate information, overviews key findings and/or unique design aspects, <100 or >150 words. Presents accurate information, overviews key findings and/or unique design aspects, 100-150 words. Accurate and wellorganized, with headings for the main sections and most of all rubric components included. Accurate and wellorganized, with a minimum of all rubric components included. Accurate and well-organized, with headings for the main sections and a minimum of all rubric components included. Related to leadership and student achievement in specific PK-12 school(s). Provides history and current context, informed by literature base and local data. Section 1: Introduction - Reflection and Focus (10 points – Week 2) (comments): Topic Background ISLLC Standard Connection Problem Unrelated to education or PK-12 schooling History and current context missing or vague. Unrelated to PK-12 schooling but related to education Provides history or current context of problem or issue. Related to specific PK12 school(s) Related to leadership in specific PK-12 school(s) Provides history and current context of problem or issue. ISLLC Standard(s) not mentioned or not aligned to the project. Does not involve a gap in the education knowledge base, proposed course of action, or ISLLC Standard(s) mentioned but alignment to the project is vague. Involves a theoretical gap in education knowledge base or malfunction. ISLLC Standard(s) indirectly aligned to the project. Involves a theoretical gap in PK-12 knowledge base or PK12 malfunction. Provides history and current context, informed by literature base or local data. ISLLC Standard(s) directly aligned to the project. Involves a specific gap in PK-12 knowledge base, proposed course of action, or PK-12 malfunction to overcome. Page 61 of 67 ISLLC Standard(s) and function(s) are directly aligned to the project. Involves a specific gap in PK-12 knowledge base, proposed course of action, or PK-12 malfunction to overcome, related to student Question Purpose Hypothesis (if appropriate) Delimitations Definition of Key Terms malfunction. Question is not specific, focused, or do-able in 8-10 weeks. Purpose does not include a research goal, reason for study, or what will be done with the results. Hypothesis missing when a hypothesis would be appropriate to the study. Delimitations not applicable to the study or not addressed. Definitions missing or inaccurate. achievement. Question is specific, focused, and do-able in 8-10 weeks. Question is phrased as a statement rather than a question. Question meets one of the three criteria. Question meets two of the three criteria. Purpose is vague or not phrased as a complete statement. Purpose meets one of the three criteria. Purpose meets two of the three criteria. Includes research goal, why this study, and what will be done with the results. Hypothesis provided when a hypothesis is not appropriate to the study. Type of hypothesis (null or directional) not identified but narrative and narrative doesn’t fit the research P-Q-P. Description of one or more key choices made or avoided in regard to focus of study Key definitions provided. Type of hypothesis (null or directional) not identified but narrative fits the research P-Q-P. Stated as a null or directional hypothesis and narrative fits the research P-Q-P. Clear description of most key choices made or avoided in regard to focus of study. Key definitions provided and all or most are drawn from professional literature with APA citations.. Clear description of all key choices made or avoided in regard to focus of study. Organized by chronology, concepts, pro-con, or primary viewpoints and identified as such, with smooth transitions between sections. >12 resources, 50% or more journal articles or books; remainder are professional papers or e-sources. Vague description of choices made or avoided in regard to focus of study One or more key definitions missing. Key definitions provided and all or most are drawn from professional literature with APA citations. Section 2: Literature Review (10 points – week 3) (comments): Organization Method Organization method inaccurately applied or not apparent. Organization method does not fit one of the four organization methods. Organized by chronology, concepts, pro-con, or primary viewpoints. Organized by chronology, concepts, pro-con, or primary viewpoints and identified as such. Resources >12 resources, less than 50% journal articles or books, and remainder relies upon sources that are not professional papers or e-sources. Summary of key points missing or >12 resources, less than 50% journal articles or books, or remainder relies upon sources that are not professional papers or esources. <12 resources, 50% or more journal articles or books; remainder are professional papers or e-sources. 12 resources, 50% or more journal articles or books; remainder are professional papers or esources. Missing points important to the project. Most key points summarized. Most key points summarized in one Summary of Key Points Page 62 of 67 All key points summarized in one paragraph. difficult to identify. Section 3: Research Design and Methodology (10 points – week 2) (comments): Subjects and Site Method Process paragraph. Subjects and site not specifically described. Method inaccurately labeled, applied, and described. Subjects or site described. Subjects and site described. Subjects and site specifically described. Subjects and site described specifically enough for the study to be replicated. Method accurately labeled, applied, and described specifically enough for the study to be replicated. Addressed what data to collect, what will be done with results, and step-by-step instructions clear enough to facilitate replication. Method accurately labeled, applied, or described. Method accurately labeled, applied, and described. Method accurately labeled, applied, and specifically described. All three required components missing or difficult to identify. Addressed one of the three required components. Addressed two of the three required components. Addressed what data to collect, what will be done with results, and how it will be done. Findings/results vaguely or subjectively described. Findings/results specifically, objectively described. All findings/results specifically, objectively described and wellorganized. Tables/charts/diagrams used but key data pieces not highlighted. All findings/results specifically, concisely, objectively described and well-organized. Tables/charts/diagrams showcase key data pieces that answer research question. Section 4: Results (10 points – week 14) (comments): Findings Findings/results vague, inaccurate, or omitted. Tables, Charts, Diagrams Tables/charts/ Tables/charts/diagrams Tables/charts/diagrams diagrams contain used where one or two not provided in APA inaccurate sentences of narrative format. information or data. would suffice. Section 5: Discussions, Conclusions, Recommendations (10 points – week 14) (comments): Research Question(s) Limitations Interpretation Conclusions Not specifically answered or not addressed in this section. Factors beyond researcher control vaguely addressed or not addressed. Interpretation inaccurate or missing. Answered in the narrative but difficult to find or incomplete answer. Answered in the narrative. Specifically answered. Specifically answered in one sentence followed by explanatory paragraph(s). Factors beyond researcher control missed. Factors beyond researcher control mentioned. Factors beyond researcher control described. Interpretation is vague or not based on results. Interpretation addresses one of the three components. Interpretation addresses two of the three components. Conclusions vague or Conclusions described Conclusions described Conclusions described Factors beyond researcher control described with possible reasons for their impacting the study. Interpretation addresses research goal, why this study, and what will be done with the results. Conclusions described with Page 63 of 67 missing. Recommendations for Practice Recommendations do not involve a gap in the education knowledge base of practice, proposed course of action, or malfunction. Supporting Components (5 points – week 14) (comments): References Appendices Reference list incomplete (does not includes all work cited in the project or includes work not cited) and not in accurate APA format with >5 errors. Not included though mentioned in the paper or included to expand page count. with incorrect alignment to results. Recommendations address a theoretical gap in education knowledge base of practice or malfunction. without alignment to results. Recommendations address a theoretical gap in PK-12 knowledge base of practice, or PK-12 malfunction. with alignment to results. Reference list incomplete (does not includes all work cited in the project or includes work not cited) or not in accurate APA format with >5 errors. Reference list complete (includes all work cited in the project) and in accurate APA format with three to five errors. Reference list complete (includes all work cited in the project) and in accurate APA format with one or two errors. Reference list complete (includes all work cited in the project) and in accurate APA format. Not included though inclusion would have supported the study. Included if needed but not referenced in Table of Contents. Included if needed; referenced in Table of Contents. Included if needed; accurately labeled in APA format, referenced in Table of Contents. Page 64 of 67 Recommendations address filling a gap in PK-12 knowledge base of practice, proposed course of action, or PK-12 malfunction to overcome. clear, accurate alignment to results. Recommendation address filling a gap in PK-12 knowledge base of practice, proposed course of action, or PK-12 malfunction to overcome, related to student achievement. APPENDIX O ISLLC Standards and Functions ISLLC Standard 1 An education leader promotes the success of every student by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by all stakeholders. Functions: A. Collaboratively develop and implement a shared vision and mission. B. Collect and use data to identify goals, assess organizational effectiveness, and promote organizational learning. C. Create and implement plans to achieve goals. D. Promote continuous and sustainable improvement. E. Monitor and evaluate progress and revise plans. ISLLC Standard 2 An education leader promotes the success of every student by advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth. Functions: A. Nurture and sustain a culture of collaboration, trust, learning, and high expectations. B. Create a comprehensive, rigorous, and coherent curricular program. C. Create a personalized and motivating learning environment for students. D. Supervise instruction. E. Develop assessment and accountability systems to monitor student progress. F. Develop the instructional and leadership capacity of staff. G. Maximize time spent on quality instruction. H. Promote the use of the most effective and appropriate technologies to support teaching and learning. I. Monitor and evaluate the impact of the instructional program. ISLLC Standard 3 An education leader promotes the success of every student by ensuring management of the organization, operations, and resources for a safe, efficient, and effective learning environment. Functions: A. Monitor and evaluate the management and operational systems. B. Obtain, allocate, align, and efficiently utilize human, fiscal, and technological resources. C. Promote and protect the welfare and safety of students and staff. D. Develop the capacity for distributed leadership. E. Ensure teacher and organizational time is focused to support quality instruction and student learning. ISLLC Standard 4 An education leader promotes the success of every student by collaborating with faculty and community members, responding to diverse community interests and needs, and mobilizing community resources. Functions: Page 65 of 67 A. Collect and analyze data and information pertinent to the educational environment. B. Promote understanding, appreciation, use of the community’s diverse cultural, social, and intellectual resources. C. Build and sustain positive relationships with families and caregivers. D. Build and sustain productive relationships with community partners. ISLLC Standard 5 An education leader promotes the success of every student by acting with integrity, fairness, and in an ethical manner. Functions: A. Ensure a system of accountability for every student’s academic and social success. B. Model principles of self-awareness, reflective practice, transparency, and ethical behavior. C. Safeguard the values of democracy, equity, and diversity. D. Consider and evaluate the potential moral and legal consequences of decision-making. E. Promote social justice and ensure that individual student needs inform all aspects of schooling. ISLLC Standard 6 An education leader promotes the success of every student by understanding, responding to, and influencing the political, social, economic, legal, and cultural context. Functions: A. Advocate for children, families, and caregivers. B. Act to influence local, district, state, and national decisions affecting student learning. C. Assess, analyze, and anticipate emerging trends and initiatives in order to adapt leadership strategies. Page 66 of 67
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