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LIST OF EXHIBITS FOR STANDARD 3

EXHIBIT 3b.2

Internship Guidelines for Master’s in EDL

INTERNSHIP GUIDELINES FOR MASTER’S DEGREE IN EDUCATIONAL LEADERSHIP

Department of Educational Leadership and Technology
College of Education and Human Development
Southeastern Louisiana University

May 2007

SOUTHEASTERN LOUISIANA UNIVERSITY DEPARTMENT OF EDUCATIONAL LEADERSHIP AND TECHNOLOGY

GENERAL GUIDELINES FOR EDL INTERNSHIP
Revised: May 2007

The Internship in Southeastern Louisiana University’s master’s degree program in
educational leadership is designed to meet the six standards of the Educational
Leadership Constituent Council (ELCC) relating to candidate proficiencies. Standards
will be posted on course Blackboard site for candidate downloading and printing.

I. General Components of Southeastern’s Internship:
•  The Internship consists of a minimum of 300 hours. The Internship hours are
distributed throughout the program’s six seminars, with a minimum of 150 hours
completed during Seminars I through V (approximately 30 hours per seminar) and
a minimum of 150 hours completed during Seminar VI.
• Internship hours must include a minimum of 30 hours completed in settings
different, with respect to grade level and socio-economic factors, from those in
which the candidate normally works. The minimum of 30 hours must include
experiences in the two grade-level settings that are different from the candidate’s
own. (Example: If the candidate is a middle school teacher, the 30 hours must
involve activities in an elementary school and a high school.)
•  The university supervisor will meet with the candidate and mentor-of-record
(hereafter referred to as “mentor”) to develop and approve the activities to be
completed during the Culminating Internship (Seminar VI).
•  After the Culminating Internship commences, the university supervisor will
maintain contact with the candidate and mentor. Additional meetings will be held
as needed.

II. Activities for Seminars I through V (“Content-based activities”)
• Minimum of 150 hours
• Activities are predominantly observational (e.g., shadow an administrator) or
participatory (serve as a member of a committee or team) oriented.
• Activities are structured by the individual seminar instructors and include specific
guidelines for successful completion.
• It is anticipated that these activities will cover ELCC Standards I through VI.

III. Activities for Seminar VI (“Culminating Internship”)
• Minimum of 150 hours
• Activities are predominantly participatory (e.g., serve as a member of a
committee or team) and leadership (e.g., design a professional development plan
for a teacher) in nature.
• The activities, some structured and others unstructured, will be agreed upon by
the university supervisor, intern, and mentor.
• The Culminating Internship must include a minimum of two structured activities,
one of which must be leadership in nature.
• A structured activity can be compared to a project and should extend over a
period of time (e.g., developing and implementing a workshop for substitute
teachers), or it might involve the completion of a specific task (e.g., reviewing
student handbook and making recommendations for revisions).
• An unstructured activity is more short-term and spontaneous (e.g., sitting in on
an interview for a teacher candidate). It might also be a general activity in which
multiple tasks will be completed, but the specific nature of the tasks is unknown
and would likely differ based on the intern and setting (e.g., oversee a summer
school program).
• An analysis of the intern’s proficiencies in Seminars I through V will be taken
into consideration when determining which activities would be most appropriate
for the Culminating Internship.
• All Internship activities (Content-based and Culminating) must be documented
through PASS-PORT. The report will include, at the minimum, the (a) number of
hours, (b) level of setting, and (c) type of activity.
• For unstructured activities during the Culminating Internship, log entries must be
made daily.

IV. Early Completion of Culminating Internship Hours
• Recognizing the need for flexibility in the completion of Internship activities,
interns may complete up to 75 Culminating Internship hours prior to their final
semester. Because the activities involved in the Culminating Internship are at the
participatory and leadership levels, Culminating Internship activities may not be
completed prior to the completion of Seminar IV.

STEPS IN COMPLETING THE INTERNSHIP

1.  Interns will complete the Pre-Internship Self-Assessment Form (pp. 6-9). A
copy of the Self-Assessment Form will be given to the university supervisor and
the mentor at least one week prior to the Culminating Internship semester.
2. Interns will meet with the mentor to set up the minimum of two structured
participatory and leadership activities to be completed during the semester. The
activities should be based upon information provided on the Pre-Internship Self-
Assessment Form. The Potential Fieldwork Activities List (pp. 10-19) can serve
as a springboard for discussion in choosing appropriate activities that will help the
intern acquire or further develop skills. Immediately following this meeting,
interns are responsible for completing the Internship Agreement (p. 20),
securing the signature of the mentor, and immediately providing a copy to the
university supervisor.
3. Shortly after receiving the Internship Agreement from the intern, the university
supervisor will meet with the mentor to discuss the suggested activities.
Modifications may be made at this time. The intern will be notified of any
substantive changes in the Internship Agreement.
4. Immediately upon completing a structured activity, interns will upload the
pertinent information into PASS-PORT, making sure to indicate the ELCC
Standards met and providing information in the Fieldwork Journal box. The
Fieldwork Journal box should include a minimum of two paragraphs: a) General
description of the activity, and b) reflection on the activity. Any artifacts related
to the activity should also be uploaded into PASS-PORT. Notify university
supervisor by email as soon as you have uploaded a new structured activity entry.
5. In addition to uploading information into PASS-PORT, interns must complete a
Fieldwork Reporting Form (pp. 21-22) for each structured activity. These
should be sent to the university supervisor upon completion of each structured
activity.
6. NOTE: Interns should make PASS-PORT entries daily, since even unstructured activities, and the hours associated with them, need to be reported.
7. Prior to finals week, interns will turn in three (3) copies (on CDs) of their
electronic portfolios. (See p. 5)
8. Upon completion of the Internship, the intern will complete the Student
Evaluation of Internship Experience (pp. 23-24) and send it to the university
supervisor.
9. Additionally, interns should give the mentor a copy of the Intern Evaluation
Form (pp. 25-28). The mentor should complete the form, sign it, and send it to
the university supervisor during finals week.
10. IMPORTANT: All interns should check the course Blackboard site at least
every other day to check for any important announcements (e.g., group seminars,
deadlines, etc.). All documents in the Appendix will be loaded onto the course
Blackboard site for intern access.

THE ELECTRONIC PORTFOLIO PRESENTATION

The culminating activity for the Capstone Internship and the program is the electronic portfolio defense. The final electronic portfolio will be contained on a CD and must include a self-reflection presentation in which the candidate defends his/her final Standards Proficiency Assessment. The electronic portfolio is the intern’s chance to put his/her “best foot forward” and to demonstrate content learned and skills acquired during the entire master’s degree program.

Specific requirements:

1. Candidates will meet with their portfolio defense committee. Candidates will
receive additional information regarding the format of the meeting during their
final semester.
2. Four copies of the electronic portfolio, burned onto CDs, must be turned in to the intern’s university supervisor no later than two weeks before the scheduled date of defense. The four copies will be distributed by the intern’s university supervisor to the candidate’s defense committee for review.
3. The portfolio must contain a slide presentation with an embedded audio narration by the intern. The audio portion will verbally guide the viewer through the slide presentation, as if the intern were actually presenting in person.
4. The format of the presentation should take ELCC Standards 1 – 6 in order and
should provide information documenting to what extent each standard was met
and through what activities. Examples of artifacts, if feasible, should also be
included on the CD.
5. The portfolio defense committee will consist of a minimum of four (4) members.
It is recommended that the committee consist of two (2) content area faculty, one
(1) research methodologist, and one (1) non-voting district member. The defense
of the portfolio will constitute the final Standards Proficiency Assessment by the
faculty.
6. Interns will be notified upon completion of their meeting with the defense
committee of the results of their portfolio defense.

6  PRE-INTERNSHIP SELF-ASSESSMENT FORM

Student’s Name _________________________________________

Directions: Candidates who are ready to begin the internship must complete this form. Copies of the completed form should be given to the candidate’s mentor-of-record and the university supervisor.

Reflect on the knowledge, skills, and dispositions to which you’ve been exposed during your course work and field experiences. Then, using the rubric, place a check mark in the box that is most appropriate for indicating your level of competency. Also complete the remaining pages relating to the ELCC Standards.

Criteria To Be Evaluated Excellent Somewhat
Proficient
Needs
Further
Development
Techniques for motivating staff
Stress tolerance
Written communication
Public speaking ability
Familiarity with school management techniques
Teacher observation techniques
Meeting the needs of diverse learners, including special needs
populations
Legal issues related to education
Knowledge of how to generate community involvement
Management skills for leading a school
Financial and budgetary considerations
Staff development techniques
Curriculum development
Evaluating staff (including classified staff)
Instructional methods
Use of technology as a leadership tool
Facilitating a vision
Shaping the school’s climate and culture


7  Standard I Excellent Somewhat Needs Further
Proficient Development
Develops a vision; articulates a vision; implements a vision; stewards
a vision; promotes community involvement in the vision.

Briefly list the activity(ies) from Seminars I-V that related to this standard.
Indicate for each activity which type of setting was used for the activity.
Elem Middle H.S.

Standard II Excellent Somewhat Needs Further
Proficient Development
Promotes positive school culture; provides effective instructional
program; applies best practices to student learning; designs
comprehensive professional growth plans.

Briefly list the activity(ies) from Seminars I-V that related to this standard.
Indicate for each activity which type of setting was used for the activity.
Elem Middle H.S.


8 Standard III Excellent Somewhat Needs Further
Proficient Development
Manages the organization; manages operations; manages resources.

Briefly list the activity(ies) from Seminars I-V that related to this standard.
Indicate for each activity which type of setting was used for the activity.
Elem Middle H.S.

Standard IV Excellent Somewhat Needs Further
Proficient Development
Collaborates with families and other community members; responds
to diverse community interests and needs; mobilizes community
resources.

Briefly list the activity(ies) from Seminars I-V that related to this standard.
Indicate for each activity which type of setting was used for the activity.
Elem Middle H.S.


9 Standard V Excellent Somewhat Needs Further
Proficient Development
Acts with integrity; acts fairly; acts ethically.

Briefly list the activity(ies) from Seminars I-V that related to this standard.
Indicate for each activity which type of setting was used for the activity.
Elem Middle H.S.

Standard VI Excellent Somewhat Needs Further
Proficient Development
Understands the larger context; responds to the larger context;
influences the larger context.

Briefly list the activity(ies) from Seminars I-V that related to this standard.
Indicate for each activity which type of setting was used for the activity.
Elem Middle H.S.


POTENTIAL FIELDWORK ACTIVITIES LIST

1. Attendance and Pupil Welfare
a. Issue readmission permits to pupils returning to school after an absence.
b. Assist with pupil attendance reports.
c. Collect and explain the forms and reports used by the school attendance
office.
d. Examine and check teacher attendance reports.
e. Telephone pupil residences to determine reasons for absence.
f. Make case studies of selected instances of truancy.
g. Work with the school program of controlling tardiness and absence.
h. Follow through on selected pupil cases where welfare work is needed.
i. Assist with the program of the administration of work permits.
j. Evaluate effectiveness of present system of attendance accounting and
suggest improvements.
2.
Classified Staff Assignments
a. Develop or improve the list of job functions for one or more clerical-type
positions.
b. Review the number of clerical positions maintained, note the position to
which each clerk is responsible, and consider the general adequacy of the
amount of clerical service provided.
c. Direct the work of a member of the clerical staff.
d. Report on the amount of building floor area assigned to each member of
the custodian staff and compare with acceptable standards for work loads.
e. Secure and evaluate the list of job functions and frequency of performance
of  each function assigned to custodians.
f Inspect the school plant for cleanliness and sanitation standards.
g.Establish a schedule for custodial service at after-school functions and
regular work day.
3. Counseling and Guidance
a. Assist directly in the school counseling program.
b. Review and evaluate the school program of counseling and guidance as it
actually operates and relates to problems of discipline.
c. Assist with the pupil orientation program.
d. Review and evaluate the school program of developing and using pupil
records.
e. Issue pupil transfers and/or transcripts.
f. Handle the program of admission of pupils transferred from other schools.
g. Assist with the school program of aptitude or achievement testing.
h. Determine causes of pupil drop-outs.
i. Conduct a pupil follow-up study.

j. Work with the school psychologist on pupil case studies.
k. Attend some principal-parent conferences.

4. Extra-Class Activity Management
a. Attend meetings of the student council and assist the advisor of this group.
b. Assist with the organization and management of a major athletic contest.
c. Assist with the management of the insurance program for participants in
athletics.
d. Attend a meeting of the school representatives of the local league in the
state interscholastic athletic association.
e  Assist the advisor of some major student activity group or with the
organization and management of a major pupil activity or event.
f. Assist with the management of student body funds.
g. Review the policies and various forms used in the handling of student
body funds and recommend improvements.
h. Review and evaluate the school policies dealing with extra-curricular
activities.

5. Food Services
a. Evaluate the degree to which sound nutritional practices are achieved by
pupils using the school food-service facilities.
b. Assist with the promotion of sound nutritional practices by pupils.
c. Determine and describe school-level responsibilities for the food service
program as compared with district-level responsibilities.
d. Look into the coordination between food services provided by the district
and those provided by the student body. Make recommendations for
improvement.

6. Health Services
a. Describe the school program of health services.
b.Assist with the organizing and conducting of health services.
c. Act as a general assistant to the school nurse for a limited period of time.
d. Assist with the planning and conducting of a pupil immunization program.
e. Become familiar with the pupil health records used, and assist with the
work involved.
f. Determine the school program for rendering first aid, and evaluate its
adequacy.
g. Review and evaluate the overall program of school health services.

7. Publications, Reports, and Communications
a. Develop or revise the school faculty handbook.
b. Develop or revise the school pupil handbook.
c. Assist in the preparation of special reports on a phase of the school
program for presentation to the principal, the superintendent, or the
governing board.
d. Develop or revise a list of school policies governing a phase of the school
program.
e. Assist in the preparation of one or more regular monthly or annual reports
used by the school or district.
f. Assist with the writing of special communications to staff members or to
parents.

8. School Community Relations
a. Prepare news releases for significant aspects of the regular school
program.
b. Handle the publicity for the series of community or parent meetings.
c. Handle the publicity for a major school special event.
d Participate with a faculty group meeting or committee, or with the
handling of a classified staff meeting dealing with the fostering of sound
school-community relations.
e. Represent the school in a community organization.
f. Make a compilation of strengths and weaknesses of the school as reported
by staff members from their conversations with parents and citizens.
g. Prepare bulletins and/or reports on the work and accomplishments of the
school for delivery to parents and citizens.
h. Prepare or assist with the production of a school media event.
I. Speak on school affairs before a citizen group.
j. Assist with a school election publicity campaign.
k. Assist in the preparation of displays of pupil work at some type of
exhibition site.
l. Assist with the plans and management of a parent visiting day or back-toschool
night.

9. School Community Advisory Council
a. Aid in the establishment of regular meetings of the school's Community
Advisory Council.
b. Prepare a letter to newly elected advisory council members from the
chairperson welcoming them to the council; establish an orientation
program for these new members.
c. Participate in the decision-making process through involvement in the
assessment of educational needs, the establishment of priorities, the
planning of the educational program and budget resources for it, the
definition of goals, and the evaluation of the school and its academic
effectiveness.
d. Facilitate school communication with parents and community.
e. Inform and advise school staff regarding community conditions,
aspirations, and goals.
f. Assist in providing support to parents, teachers, students, and community
for school programs.
g. Develop school-community advisory council questionnaire for
measurement and evaluation.

10. Pupil Discipline
a. Under the direction of the principal or vice-principal, assist with the
handling of a number of serious pupil behavior problems.
b. Serve on a school committee dealing with severe pupil adjustment
problems.
c. Evaluate the school's discipline program by recommending a new
discipline technique.
d. Review and evaluate the school policies dealing with pupil discipline and
citizenship.
e. Work directly with a phase of the school discipline program as, for
example, a merit or demerit plan, the use of a student court, the conduct of
parent conferences, the use of written cumulative discipline records, the
handling of suspension and expulsion of pupils.
f. Determine to what extent pupils with adjustment problems are permitted
to transfer to other schools. How successful is the program?
g. Identify the working relationship between administrators and counselors in
this area.

11. School Management
a. Assist with school-level responsibilities in the use of the school as a
community education center.
b. Assist with the preparation and administration of the school-level budget.
c. Assist with the management of textbooks.
d. Assist with the management of pupil lockers.
e. Work with the school program of fire and disaster drills.
f. Assist with the school program of supply management. Process supply
requisitions.
g. Assist with school-level responsibilities in handling pupil transportation.

12. School Plant Problems
a. Take responsibility for the planning of a new school building unit or the
remodeling of an existing unit.
b. Study the need for additional or improved equipment or cabinet work for
some one building unit.
c. Work with the development of a list of school plant maintenance needs,
the assigning of priorities to the several needs, and the submission of
requisitions for required work.
d. Make regular inspections of the school plant and grounds for safety
hazards.
e. Assist with the plans for the opening of a new school plant.
f. Study the adequacy of the school plant with respect to some one special
area, such as: (1) lighting, (2) acoustics, (3) heating and ventilation, (4)
provision of electrical outlets, (5) provision for darkening in order to use
visual aids, and (6) provision of chalk board and tack board.
g. Project the enrollment of the school five years into the future and indicate
the implications for extension of the plant.

13.School Schedules
a. Make schedules for the assignment of special duties to faculty members.
b. Assist with the construction of the master schedule.
c. Make the schedule for use of some one building unit, such as the multipurpose
hall, or large-group instructional unit.
d. Approve individual pupils' class schedules.
e. Assist with the scheduling of the school's audio-visual equipment.
f. Prepare a work schedule for special teaching or service personnel, as the
school nurse, remedial reading teacher, speech therapist, or special music
teachers.

14. Significant Legal and Financial Aspects
a. Review and assess District policies relating to employer-employee
relations.
b. Review District policies regarding the Principal's and Assistant Principal's
responsibilities in contract management.
c. Review District policies regarding procedures in cases of suspension,
expulsion, or dismissal of students.
d. Refer students for special help when needed.
e. Refer parents of pupils with special problems for professional help.
f. Assist with the preparation of required reports to state and federal
departments regarding enrollment, classifications, etc.
g. Attend a board meeting and prepare a report which analyzes the group's
dynamics.
h. Analyze the handling of student body funds and other school funds and
accounts.

15 Management Skills
a. Demonstrate the utility of "Feedback" on evaluative conferences.
b. Conduct a problem-solving session with the staff or portion of the staff
that involves such techniques as "brainstorming," "simulation, Delphi, etc.
c. Prepare a mini-training session on time management.
d. Participate in an interview to fill a job vacancy.
e. Develop a system or procedure for handling staff, student, and parent
grievances.
f. Utilize a change model to demonstrate to a staff processes for planning
and implementing change.
g. Utilize community and parent groups to assess the climate of the school.
Develop collaboratively a plan to improve the climate.
h. Utilize a goal-setting procedure to enable a staff to generate a set of goals
regarding a particular purpose of issue.
i. Develop work schedules and office routines as needed.
j. Assist with the registration, transfer, and assignment of pupils.
k. Demonstrate the technique of group agenda building and prioritizing of
agenda items.
l. Prepare a mini-training session of effective conferencing (evaluative)
techniques.
m. Work with staff toward the improvement of the school organization.

16. Group Process and Leadership Skills
a. Demonstrate through the use of an instrument or simulation causes of
conflict and the relation of psychological ownership of values to conflict.
b. Utilize selected instruments in a workshop format to enable participants to
bring leadership styles to a higher level of awareness.
c. Utilize selected simulations to demonstrate leadership skills and
techniques.
d. Demonstrate by use of simulations the impact of leadership style (and
leader values) on decision-making processes.
e. Establish a long-term training program that demonstrates organizational
development.

17. Other Areas of Service
a. Represent the school on a district-wide study or planning committee.
b. Take a major responsibility for a school special event, such as the
graduation or promotion exercises, banquets, an occupations day, or a
parent-teacher event.
c. Serve in some significant capacity as a chairperson or officer in the local
school professional organization.
d. Serve as general assistant to a school administrative staff member.
e. Make a study of teacher load in the school and, if required, make
suggestions as to how to secure greater balance in loads.
f. Assist with the preparation of data for use by an accreditation committee.
g. Assist with the plans for the opening or closing of the school year.
h. Consider the problem of the ethnic composition of the residents of the
school attendance area and examine any feasible means whereby improved racial integration may be achieved.
i. Participate in the study groups and development of plans for new school
construction or renovation, reconstruction, or rehabilitation.
j. Analyze and assist in development of job analysis procedures, supervisory
techniques and evaluation criteria for teaching staff.
k. Assist in the development of short-term and long-term uses of technology
in managing school operations and in improvement of the instructional
program.

18. Course Content
a. Revise a course outline (course of study) for a particular subject.
b. Develop the course outline for a new subject.
c. Work on the adaptation of course content to groups of pupils with special
needs.
d. Study and upgrade the articulation of course content from one grade level
to another or from one school level to another.
e. Review the process by which course outlines in the school are kept up-todate,
and make recommendations for its improvement.

19. Instructional Materials
a. Participate in the process of selecting a new textbook.
b. Participate in the selection of films or other instructional aids.
c. Work on the selections of instructional materials suitable to different
ability levels in some one subject area.
d. Work with others in the development of a standard list of instructional
supplies or equipment.
e. Study the problems of securing and using instructional aids in the
classroom with the view of facilitating such use.
f. Work with the use of instructional technology and the development of
programmed instruction.
g. Update material on Instructional Media for staff.

20. Instructional Method
a. Visit and analyze classroom instruction.
b. Work with other staff members toward upgrading the instructional
methods used in some one subject area.
c. Arrange for or participate in a demonstration of a sound instructional
technique.
d. Work toward upgrading the program of educational field trips. Develop
procedure for adding or deleting.
e. Plan or participate in a work shop or institute session dealing with the
upgrading of an instructional method or methods.
f. Work with teachers in the development of lesson plans.
g. Work with teachers on the adjustment of instructional methods to the
varying abilities of pupils. (Example: “Mainstreaming”)
h. Plan and/or participate in the introduction of some special aspect of the
instructional program such as, for example:
1.Arranging for the instruction of large groups.
2.Developing a special type of school class schedule.
3.Organizing a team teaching project.
4.Utilizing a school program of television instruction.
5.Planning for the use of a special plant facility such as a language,
science, and/or computer laboratory.
i. Participate in a research project dealing with instructional methodology.

21. The Instruction of Exceptional Children
The variety of programs designed to care for pupils with special needs has
increased significantly within recent years. Some suggested areas of work follow.

a. Participate in some phase of a school program for:
1.the learning disabled;
2.the educationally handicapped; or
3.other students with special needs.
b. Observe the district’s gifted and talented classes, discuss the program with
the director, teachers, students, etc..
Review and evaluate the school program for the education of some type of
physically disabled pupil.
d. Plan or evaluate a remedial reading or a developmental reading program.
e. Plan or evaluate a remedial program in arithmetic, spelling, or some other
subject area.
f. Plan or review the district’s program of “inclusion” for special needs
students.

22. Staff Development Programs
a. Participate in a teaching orientation program.
b. Help with the planning or conducting of a teacher workshop or institute
program.
c. Plan and/or upgrade the staff professional library.
d. Arrange for teachers to visit and observe the work of master teachers.
e. Work toward the improvement of substitute teacher service.
f. Assist with the publication of a periodic staff bulletin designed to
disseminate excellent teaching practices.

23. Programs Closely Related to Instruction
a. Study and evaluate the existing plan of grouping pupils for instruction.
b. Assist teachers with the construction of tests.
c. Interpret and utilize test results for the improvement of instruction of
student placement.
d. Work toward the improvement of classroom conduct.
e. Interpret the implications for instruction of a pupil follow-up study.
f. Study the effect on instruction of the pupil evaluation or grading plan.
Assist teachers in developing a consistent grading program.
g. Review and evaluate the program of conducting parent conferences.
h. Study and propose improvements in the school policies regarding the
assignment of homework.
i. Evaluate the use of study halls or other provision for individual pupil
study at school.

24. Extra-Class Activities
a. Compare the existing extra-class activity program with a set of criteria for
a sound program and make recommendations for improvements of the
program.
b. Develop a system for reporting annually on each activity so as to provide
basic data to the coordinator of the program, or report on the adequacy of
an existing reporting system.
c. Propose a plan for improving the activities and contribution made by some
one study organization.
d. Study the correlation of extra-class participation on student academic
achievement and behavior.

25. Special Aspects of the Instructional Program
Many schools offer one or more of the specialized programs listed below. A
supervisory field experience selected in one of these areas should be designed to
plan, evaluate, and/or upgrade the particular program selected.

a. The work-experience program.
b. The program of vocational education.
c. The summer school program.
d. The adult education program.
e. The bilingual education program (ESL).
f. The program of continuation or part-time education for you who have
dropped out of school.
g. The extended-day program.
h. The program which permits selected twelfth grade pupils to enroll in
college or university classes.
i. The program which permits selected eighth grade pupils to enroll in high
school classes.
j. The use of correspondence courses.
k. The granting by examination of credit for outside study.
l. The establishment of an alternative schedule.

26. Specially Sponsored and/or Financed Programs (Categorical Programs)
Assist with one or more specially sponsored and/or financed program from the
federal or state level by:

a.  Planning the program.
b. Developing the application for approval of the program by the federal or
state agency involved.
c. Administration of the program.
d. Evaluation of program outcomes.

27. Staff Career Development Training Programs
a. Establish and make staff aware of programs leading to career
advancement.
b. Meet individually with interested candidates to ascertain educational
background and career aspirations; discuss strengths and weaknesses, and
provide suggestions for improving skills.
c. Help plan individualized programs related to the planning guide-lines and
career ladder.
d. Evaluate the candidate’s past on-side activities to ascertain experiences
that should be planned and implemented in the future. Recency of
training is critical. Therefore, past experiences are probably not
appropriate.
e. Meet regularly to evaluate progress in meeting goals.
f. Counsel on areas of strength and weakness, and provide suggestions for
improving skills.
g. Utilize forms if provided so that the candidate will have documentation of
recommendations, evaluations, and guidelines.

28. Curriculum and Instructional Methodology, Research Evaluation
a. Participate in the development of terminal objectives and assist principal
in the final determination of objectives.
b. Participate in the development of grading policies and implementation of
same.
c. Prepare a training session on research on learning theories and models in
relation to planned change.

SOUTHEASTERN LOUISIANA UNIVERSITY
COLLEGE OF EDUCATION AND HUMAN DEVELOPMENT
DEPT. OF EDUCATIONAL LEADERSHIP AND TECHNOLOGY

INTERNSHIP AGREEMENT

The purpose of the Internship is to provide opportunities for educational leadership
interns to become involved in leadership tasks for a sustained period of time. Through hands-on experience, interns are provided opportunities to apply what has been learned in the educational leadership program and add to their preparation for eventual leadership positions as building administrators or supervisors.

The success of the Internship is highly dependent upon the types of experiences in which
the students become involved. These experiences should be chosen carefully through mutual planning between interns, mentors, and university supervisors. All experiences should be outside the intern’s regularly assigned duties.

List the “structured” activities (referenced to the ELCC standards) that have been
agreed upon. (Add additional page(s) if necessary.)

____________________________ ____________________________________
School Mentor Date
____________________________ ____________________________________
Address Intern Date
____________________________ ____________________________________
Phone Number University Supervisor Date

DOCUMENTING AND REFERENCING FIELDWORK EXPERIENCES
AS THEY RELATE TO THE ELCC STANDARDS


Prior to explaining how to document and reference your various fieldwork
experiences during the internship, you first need to know the terminology that will be
used. The enclosed list of standards, developed by the Educational Leadership
Constituency Council (ELCC) and endorsed by the National Policy Board for
Educational Administration, are made up of three parts: 1) the standard (an overall
statement of the skills, knowledge and/or dispositions needed), 2) the element (a specific,
isolated part of the standard, numbered like 1.1, 2.3, etc., and
3) the sub-elements (specific skills that appear after lower case letters).

To illustrate, here’s an example from Standard 4:

STANDARD:

Standard 4: Candidates who complete the program are educational leaders who have
the knowledge and ability to promote the success of all students by collaborating with
families and other community members, responding to diverse community interests and
needs, and mobilizing community resources.

ELEMENT:

4.1 Collaborate with Families and Other Community Members
SUB-ELEMENT:

c. Demonstrates the ability to use public information and research-based knowledge
of issues and trends to collaborate with families and community members.
Now that you’re familiar with the terminology that will be used, you are ready to
provide the information needed to document your skills. A sample template (with sample
information) is provided on the next page. Use a similar form to report how you have
demonstrated meeting certain standards, elements, or sub-elements and what artifacts
document your attainment of the specific skill.

NOTE: It is very possible to meet more than one standard, element or sub-
element with the same activity, so become familiar with the different criteria to determine
if you’ve met more than one while completing a particular structured fieldwork activity.


S A M P L E

FIELDWORK REPORTING FORM
Department of Educational Leadership and Technology


Name: John Smith

Course: EDL 665: Internship

Semester: Fall 2006

Standard(s)/element(s)/sub-element(s) met: 4.1.a and 4.1.b

How competencies were met:

In an effort to involve parents in the education of their children, I set up a
“Parent Orientation Night” that allowed parents to visit with their child’s teachers to learn
the objectives for the year, the teacher’s philosophy, discipline plan, grading policies, and
other information in which the parent might have an interest. Additionally, parents were
taught how to use the “Homework Hotline” and were encouraged to visit their child’s
classrooms at any time.

Artifacts related to activity:

1. Letter to parents inviting them to Orientation Night
2. Agenda for Orientation Night
3. Sign-up sheet that parents filled out upon arriving
4. Evaluation form given to parents to measure effectiveness of the evening
Reflection on activity:

Although not as many parents attended as I would have liked, the enthusiasm and
appreciation of the parents who did attend was very encouraging. They seemed excited
about the openness of teachers sharing their philosophies and teaching strategies and, in
my opinion, left the school with good feelings about the education their children were
getting.

The evaluation form included some good suggestions for this activity in future years.
A positive thing the evaluation form revealed was that almost all of the parents said they
had learned techniques for helping their children study and how to use the Homework
Hotline more effectively.


STUDENT EVALUATION OF INTERNSHIP EXPERIENCE

In order that we can continually improve the internship experience for our candidates, please complete the following short survey. Thank you.
Name ________________________Semester and year ________________
Primary school site ______________________________________________________________
Primary on-site mentor ___________________________________________________________
G  I prefer that my entire evaluation remain confidential.
PLACE A CHECK MARK IN THE MOST APPROPRIATE BOX.


Item Strongly
Agree
Agree Neutral Disagree Strongly
Disagree
Not
Applicable
The activities allowed me to meet my learning goals.
Assigned activities were routine in nature.
I was made to feel a part of the administrative team.
I gained a realistic preview of school leadership.
The work I did was challenging and stimulating.
I assumed additional responsibility as my
experience increased.
I was able to link leadership theory and practice.
I was able to utilize my critical thinking and problem-
solving skills.
My university faculty mentor was supportive and
helpful.
My university faculty mentor was in contact with my
on-site mentor during the experience.
I had ample opportunities to discuss my progress
with my on-site mentor.
I was able to gain access to central figures in the
school district.
My assigned duties and tasks were explained well.


Item Strongly
Agree
Agree Neutral Disagree Strongly
Disagree
Not
Applicable
I was permitted some flexibility in carrying out my
assigned tasks.
I was provided with an orientation to the school
site(s).
My on-site mentor monitored my progress during
the internship.
The amount of assigned work was reasonable for
the time available.
I was encouraged to provide feedback and input
about the activities.
I was able to utilize my written communication skills.
I was able to utilize my oral communication skills.
The course work in the program was relevant to the
internship experience.
As a result of this experience, I feel ready to
assume a school leadership position.
I would recommend this site for future interns.

COMMENTS: Please add any comments or suggestions about the program, its processes, the courses, the faculty,
your on-site mentor, or your internship in general. Please be frank. We value your input.


25 INTERN EVALUATION FORM

Name of Student Intern

Name of Mentor

Primary Internship Site

Because you have served as the mentor-of-record for a Southeastern intern, please
evaluate the overall effectiveness of the intern based on the elements of the ELCC standards
listed below. Attached is a more detailed document that includes sub-elements that describe
specific behaviors. This will assist you in determining to what degree the intern has met the
standard. Please check the most appropriate box.

Criteria Related to ELCC Standards All
Criteria
Met
Some
Criteria
Met
No
Criteria
Met
No
Chance to
Observe
Develops a vision; articulates a vision; implements a
vision; stewards a vision; promotes community
involvement in the vision.
Promotes positive school culture; provides effective
instructional program; applies best practices to student
learning; designs comprehensive professional growth
plans.
Manages the organization; manages operations;
manages resources.
Collaborates with families and other community
members; responds to diverse community interests and
needs; mobilizes community resources.
Acts with integrity; acts fairly; acts ethically.
Understands the larger context; responds to the larger
context; influences the larger context.


INTERN’S DISPOSITIONS AND SKILLS

Using the following ratings, please rate the intern you supervised on the dispositions and
skills listed.

4 Accomplished, Excellent, or Outstanding
3 Proficient, Dependable, or Diligent
2 Below Average, Inconsistent, or Occasionally Careless
1 Poor, Unsatisfactory, or Marginal

HUMAN RELATIONSHIPS

Place an X in box to indicate performance level 1 2 3 4
• Acceptance by others
• Ability to work with others
• Communication skills
• Maintains the dignity of individuals when correcting, disciplining, or reprimanding

PROFESSIONAL JUDGMENT

Place an X in box to indicate performance level 1 2 3 4
•  Maturity
• Consideration of all aspects when making
decisions
• Fair and equitable
• Ability to think on feet
• Bases decisions on laws, policies, and
standard operating procedures

ABILITY TO LEARN

Place an X in box to indicate performance level 1 2 3 4
• Is a willing and active learner
• Learns quickly
• Asks questions when uncertain
• Assumes responsibility to “find out” on his/her own


APTITUDE AND APPLICATION

Place an X in box to indicate performance level 1 2 3 4
• Enthusiasm
• Interest and industriousness
• Application and information to solve
problems
• Innately attuned to a leadership role
• Accomplishes goals through hard work and
persistence

DEPENDABILITY

Place an X in box to indicate performance level 1 2 3 4
• Follows through with tasks
• Adheres to timelines, appointments
• Notifies others when circumstances
necessitate schedule changes
• Can be counted on

QUALITY OF WORK

Place an X in box to indicate performance level 1 2 3 4
• Useful and applicable to school problems,
needs
• Written communication demonstrates
correct use of English mechanics
• Oral communication demonstrates correct
use of English
• Is willing to put in extra time to get the job
done
• Overall impression of all work attempted

OVERALL PERFORMANCE

Place an X in box to indicate performance level 1 2 3 4
• Leadership skills
• Personal initiative
• Ability to work effectively with others
• Potential as an effective school
administrator

What qualities, if any, may render this student an unlikely candidate for a leadership
position?

What are this student’s most desirable characteristics?

Would you consider this student for a leadership position, if you had a vacancy? ___ Yes
___ No

Date _________________ Signed _____________________________

THANK YOU FOR YOUR ASSISTANCE IN FACILITATING THIS
EXPERIENCE.

Please return to the assessment portion to the specific university supervisor with whom
you’ve been working.

Dr. Tony Armenta Dr. Rayma Harchar
SLU 10549 SLU 10549
Hammond, LA 70402 Hammond, LA 70402
Ph. (985) 549-5204 Ph. (985) 549-3426
Fax: (985) 549-5712 Fax: (985) 549-5712
tony.armenta@selu.edu rharchar@selu.edu
 
 

  

 


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