2014
PK-12 Principal/PK-12 Supervisor of Special Education Endorsement
Internship Guidebook
University of Northern Iowa Educational Leadership
508 Schindler Education Center
Cedar Falls, IA 50614-0604
319.273.2605 – office
319.273.5175 – fax
www.uni.edu/coe/elpe
elpeapps@uni.edu
@UNIEdLead
UNI Ed Leadership
1
The Path to School Leadership
The student moves through the program as a member of a vibrant professional learning community and a
familiar, trusted network of professionals and valuable source of affirmation and support. The same is true of the
UNI instructors. Students will see why we’ve said for years that students don’t graduate from UNI Educational
Leadership Programs; they graduate into our family of school leaders.
The path to school leadership will include these features:
37 credit hours of coursework, aligned with ISSL
and the UNI Conceptual Framework emphasizing
the growth and development of Leaders of
Learning, Leaders of Service, and Leaders of
Change
A hands-on, ISSL-aligned internship that allows the
student to gain leadership experience in his or her
own school district as well as other settings
Development of Professional Growth and
Personal Wellness Plans
Authentic learning experiences, simulations, and
interactions, such as the Day in the Office
Development and presentation of a professional
portfolio that highlights the student’s internship
experiences as an aspiring school leader
A comprehensive Capstone experience at the end
of the program that demonstrates the student’s
competence at connecting theory, experience, and
standards to real-world school leadership
dilemmas of practice
"The most valuable aspect of the program was the extensive 225-hour site determined
internship and site-based responsibilities. I was asked to step out of my comfort zone
and get involved in a wide variety of tasks. I worked with staff in every department;
district office, transportation, maintenance, committees, meetings, classroom
observations. You name it, I did it! I participated in areas of our school that I would not
have focused on without the guidance of professors and my mentor. Fulfilling the
requirements of the internship provided a wealth of real-world experience.”
-Nick Boots,
Lisbon
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Overview of the Internship
This quote captures the importance of the internship. It represents the vital
link between theory and practice for school leaders. Students will complete
"Vision without action is
an extensive, 425 hour, collaboratively planned internship that is aligned
merely a dream. Action
with ISSL, builds on coursework, and reflects the unique goals and needs of
without vision just passes the
the student and school districts. The student will be registered for a total of
time. Vision with action can
two credit hours of internship at various times during the program.
change the world."
Practically speaking, the internship experience is happening at all times
during the program.
The student will work with a school administrator who serves as his or her
-Joel Barker
mentor. The student and mentors receive assistance from on-campus faculty
members as well as UNI Faculty Field Supervisors throughout the process.
The internship is divided into three components:
Course-Embedded Internship Experiences
These experiences are directly related and embedded in particular courses, aligned with ISSL, and are assigned
while the students are enrolled in those courses. Instructors provide background information, guidance and
feedback for these assignments. These experiences account for at least 200 hours of the required 425 hours.
Field-Based Internship Experiences
These experiences are collaboratively developed between the student, his or her mentor, on-campus faculty, and
Faculty Field Supervisors. The student and mentor collaborate to develop a personalized internship plan, aligned
with ISSL that addresses particular needs of a school while building leadership capacity. These experiences
comprise at least 225 of the required 425 hours.
Program-Required Internship Experiences
These experiences are not associated with a particular course, but are required components of the internship
experience and relate to the program’s focus on Leaders of Learning, Service, and Change. Students are required
to identify the key experiences that showcase their work as Leaders of Learning, Leaders of Service, and Leaders
of Change.
Breakdown of Required Hours
Students will complete a minimum of 225 hours of leadership experiences in their Field-Based Internship. A
breakdown of hours is as follows:
Students with Focus at Secondary Level:
 100 hours Secondary
 60 hours Elementary
 15 hours PreK
 50 hours Special Education
Students with Focus at Elementary Level
85 hours Elementary
15 hours PreK
75 hours Secondary
50 hours Special Education
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A minimum of 100 of these hours will be in students’ endorsement areas (elementary, middle school, high
school), with the remaining hours coming from other endorsement areas. For example, a high school teacher
would complete 100 hours of leadership experiences in high school, 75 in an elementary school setting, and 50
hours in special education. All students, regardless of endorsement area, will complete a minimum of 15 hours in
early childhood education (ages 3-5 years).
Recording of Hours and Experiences
Students record their internship experiences using the online Ed Leadership Principalship System. This online
system allows students to identify the Iowa Standard for School Leaders (ISSL) and criterion related to the
experience, specify the role they played and the significance, and reflect on what he or she learned from the
experience. This online system also automatically tracks the hours completed as students record their
experiences. Students also receive feedback by email on the quality of their reflections. Instructions for using the
Ed Leadership Principalship System may be found on the Department website (www.uni.edu/coe/elpe) under
“Resources”, then “Resources for Principalship Program”, then finally “2014 Cohort Materials.” All internship
experiences, hours, and reflections are to be completed by May 1 of the second year in the program.
Formative/Summative Evaluation of the Internship
Once each semester, the Faculty Field Supervisor will arrange an appointment with student and mentor to discuss
the quality of the student’s internship experience and performance. Using the evaluation instrument (found in the
Internship Resources section of this handbook), student, mentor, and Faculty Field Supervisor engage in a threeway conversation focused on growth. In addition, students complete the Mentor Feedback Form (also found in
the Internship Resources section the handbook) aimed at assisting mentors in providing the kind of guidance and
coaching that will be most useful to the student.
Individual Roles in the Internship
Students, mentors, Faculty Field Supervisors, and on-campus faculty members each have specific responsibilities
for ensuring a meaningful internship experience. Those responsibilities are described on the pages that follow.
“From field supervisors, to program advisors, to the professors and office staff, the faculty at UNI is
outstanding. High expectations and a rigorous program could be overwhelming for some if it were not
for the kindness of staff and willingness to assist you whenever needed. I relied on and continue to rely on
these staff members. I am forever indebted to them for helping shape me into the leader I am today and
instilling in me the continuous cycle of improvement to make me an even better leader in the future.
As an added bonus, the staff continue to be your biggest supporters and cheerleaders even after the
graduation.”
-JoAnna Letz,
Council Bluffs
"All the staff involved in the principalship program a UNI were knowledgeable in
their craft and treated me as a future leader in education from day one. Their
friendliness and willingness to provide guidance after I started my first job showed
how much they really cared about having their graduates succeed."
-Casey Christensen,
Interstate 35, Truro
4
The Student:
1.
Follows and abides by all of the rules, guidelines and policies of the school district and ISSL, and maintains
absolute confidentiality and ethical standards.
2.
Completes and sends Student Contact Form and Prospective Mentor Form electronically by email to
elpeapps@uni.edu by October 1, and a hard copy to your faculty field supervisor.
3.
Accepts the primary responsibility for cooperatively developing the Field-Based internship plan that is
acceptable to both the mentor and UNI Faculty Field Supervisor. Upon approval from the Faculty Field
Supervisor, the student:

Submits signed Internship Plan Approval Form to UNI Faculty Field Supervisor by December 1st of
first semester of study.

Uploads the completed/approved Internship Plan to Ed Leadership Principalship System;

Provides Faculty Field Supervisor with a hard
copy;
“A smooth sea never made a skilled
mariner.”
-English proverb
4.
Maintains an open, cooperative relationship with the
mentor and others involved with the internship and may
choose to complete the mentor evaluation form each
semester for discussion at the formative/summative assessment meeting.
5.
Performs all elements of the internship in an exemplary and professional manner.
6.
Completes Field-Based Internship reflections and the Internship Log in a timely and responsible manner
each semester. Logs are automatically updated when reflection forms are submitted via the SMS.
7.
Completes 225 hours of Field-Based internship experiences and 200 hours of Course-Embedded
Internship hours as required by UNI to be eligible for the PK-12 Principal/PK-12 Special Education
Supervisor Endorsement. Internship experiences are to be completed during each semester of the
Principalship Preparation Program.
8.
Initiates conversations with mentor about how to help with educational leadership responsibilities at
school site. Takes the initiative to be actively involved in all school activities and functions.
9.
Utilizes professional and all available opportunities to fully engage in school leadership growth
opportunities.
10.
Completes Program-Required Internship Reflections and logs hours by May 1 of the second year in the
program.
11.
Completes Field-Based and Program-Required internship experiences by May 1 of the second year in the
program.
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The Faculty Field Supervisor:
1.
Works with student and mentor to develop and review internship plan in first semester of the program.
2.
Approves internship plan developed by student and mentor. On or before the end of the first semester of
study, the UNI Faculty Field Supervisor directs student to upload copies of this approved internship plan
and plan approval form to the Ed Leadership Principalship System. Also direct student to send form to the
Department by email to elpeapps@uni.edu
3.
Coordinates and schedules meetings directly with mentors and students.
4.
Meets with mentor and student a minimum of one time at the end of each fall and spring semester, to
review and assess student’s progress, discuss possible changes
to internship plan, review student’s reflection forms, and collect
“The Faculty Field
student’s formative assessment forms. Forward one copy of all
Supervisor shows that UNI
forms to elpeapps@uni.edu and retains one copy. Fall
makes a serious
formative assessment forms are to be sent to the Department
commitment to us.”
by February 1; Spring forms by June 1.
5.
Confirms with the Department that all necessary paperwork
from mentor has been received.
6.
Meets with student and mentor each semester to discuss Formative/Summative Assessment. In the early
part of the student’s final semester in the program, the Faculty Field Supervisor will meet with the
student to determine whether he or she has executed enough of the Internship Plan to be given
Permission to Present the Portfolio. Faculty Field Supervisor notifies Educational Leadership Program
Administrative Assistant of the student’s readiness for presentation.
7.
Provides prompt and accurate communication to students by e-mail and/or phone.
8.
Answers questions regarding the Professional Portfolio and maintains communication with on-campus
faculty members.
"Drs. Gilson, Pace, and Robinson
have knowledge, experience, and
enthusiasm that makes all the
difference. They've been there
and have respect for different
learners and adults at different
phases of life."
-Joel Hunzelman,
Oelwein
-Rob Arnold,
Independence
On-Campus Faculty Members:
1.
Oversee the assignment and completion of Course-Embedded
Internship Experiences.
2.
Communicate with students as questions and concerns arise
regarding program completion, the portfolio, reflections, logging of
hours, etc.
3.
Communicate as necessary with Faculty Field Supervisors and
mentors regarding advisees’/students’ progress on assignments, the
internship, and in the program.
4. Provide guidance, advice, and assistance with all areas of the program as needed.
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The Mentor:
1. Assists the student in the development and implementation of the internship plan and initiates regular
growth-focused conversations with the student related to the student’s progress and performance on the
internship plan.
2. Collaboratively develops and approves the internship plan (which includes a selection of specialized
experiences that are aligned with the ISSL Standards,) with the UNI Faculty Field Supervisor.
3. Provides supervised school leadership experiences as outlined in the internship plan, reviews reflections
for accuracy, and completes confidential semester evaluations (fall and spring semester) of the student's
work.
4. Provides the leadership necessary to ensure that the
student's role is fully understood by the Board of
Education, faculty, and students, as appropriate.
5. Opens doors of opportunity that provide experiences for
the student to gain real-world school leadership
experiences that connect theory to practice.
"I can't tell you how valuable it is to have
a mentor who can fill in the blanks in
terms of real-life experiences, practical
application, insights, and advice which
help to solidify the day-to-day realities of
being a principal. The mentor bridges
the gap between classroom learning and
real life application."
6. Conducts periodic review sessions and reflective dialog
with the student to discuss what has been accomplished
and provides the student feedback regarding his/her
internship experiences.
7.
-Matt Switzer,
Cedar Falls
Provides release time, if at all possible, in order for the student to engage in authentic school leadership
experiences associated with the Principalship/Special Education Supervisor.
8. Communicates with UNI Faculty Field Supervisor and/or campus-based faculty as needed.
9. Prepares semester formative/summative assessments (found in the Resources section of the handbook)
for intern at the end of each fall and spring semester. Semester evaluation forms will be maintained
electronically on SMS.
10. Completes and returns Mentor Contract, Mentor Contact Form, and résumé to elpeapps@uni.edu on or
before October 31.
“I can't say enough positive things about UNI's principalship
program. The instructors are well informed of current challenges and
demands of leaders in schools today. Scenarios and information presented
is relatable to the job of leaders. I was able to obtain a principalship
position within one month of graduating. As I have gone through my first
few years, I have discovered I was well prepared for the job thanks to the
preparation through UNI!”
-Tesha Ruley,
Western Dubuque
7
Mentoring
The term mentor originated from the character Mentor who was the friend of King Ulysses in Homer’s Odyssey.
He watched the king’s son while Ulysses was away, acting as a personal and professional counselor and guide.
Like the first mentor, today’s mentors assist with career and psychosocial functions. Under the career function,
mentors sponsor, coach, protect and challenge. Under the psychosocial function, mentors serve as role models,
counselors, and affirmers. Thus, conversations between mentor and mentee vary in scope and purpose. The
purpose and scope includes coaching, collaborating and consulting and are described below.
Coaching, Collaborating or Consulting
Intention - Coaching
Coaching: To support idea production and reflection on problems and decision-making. To increase the ability to self-coach
and become a self-directed learner, thinker and problem solver.
Action
Maintain a nonjudgmental stance with full attention to the emotional and mental process of person. Inquiring, paraphrasing
and probing for specificity to surface the person’s perspectives, perceptions, issues and concerns.
Cues
Using approachable voice, using the pronoun “you” as in “So you’re concerned about…”
Using a pattern of pausing, paraphrasing and inquiring to open thinking, framing invitational questions to support thinking
such as “What might be some ways to…?”
“What are some options that you are considering?” or “What are some of the connections you are making between…?”
Intention - Collaborating
Collaborating: To co-develop information, ideas and approaches to problems. To model a collegial relationship as a standard
for a professional approach.
Action
Brainstorming ideas, co-planning, sharing and exchanging resource materials, jointly noting problem frames and generating
alternative ways to think about issues and concerns, and alternating offering ideas with encouraging the person to contribute
ideas.
Cues
Sitting side-by-side, focused on the common problem, using the pronouns “we” and “us” and using phrases like, “Let’s think
about…” “Let’s generate…” or “How might we…?”
Intention – Consulting
Consulting: To share information, advice and technical resources about policies and procedures and insights from experiences
and knowledge and skill base.
Action
Providing resources, demonstrating processes, offering expert commentary, sharing principles of practice by elaborating the
“what,” “why,” and “how” of proposed ways of thinking about problems and proposed solutions, framing problems within
wider contexts and providing expert ways to approach problems and concerns and illuminating principles that guide choices.
Cues
Using a credible voice, sitting up straighter or leaning back a bit from the table, using the pronoun “I” as in, “Here’s how I
think about the problem.” and using book-marking phrases for emphasis such as: “It’s important to …,” “Keep in mind that…,”
or “Pay attention to when you…”
8
Stages of the Internship
Stage 1 – Preparing
 Complete the Contact Form with the student’s contact information and submit to the Department by
email, elpeapps@uni.edu, and to the Faculty Field Supervisor.
 Review the Mentor Responsibilities and approach the prospective mentor using the Prospective
Mentor Approval Form (found in the Internship Resources section). Submit the completed
Prospective Mentor Approval Form to elpeapps@uni.edu before October 31 of the first semester in
the program.
 Begin developing a “Balcony View” of schools and school leadership.
Stage 2 – Developing the Plan
 Begin developing the Field-Based Internship Plan using the Field-Based Internship Planning
Worksheet (found in Internship Resources section).
 Ask mentor to begin thinking about appropriate Field-Based Internship Experiences using the
Internship Planning Worksheet, beginning on page 15.
 Meet with mentor to compare ideas and solidify Field-Based Internship Plan.
 Prepare to meet with Faculty Field Supervisor for approval of the Field-Based Internship Plan during
the first semester of study.
Stage 3 – Launching the Field-Based Internship
 Begin carrying out the Field-Based Internship Plan.
 Develop a template for the Ed Leadership Principalship System using Word which will allow you to
copy and paste the experience and reflection. See page 12 for sample template.
 Begin recording experiences and reflections via Ed Leadership Principalship System.
 Monitor and adjust the Field-Based Internship Plan as necessary.
 Maintain needed communication with Faculty Field Supervisor and Advisor.
 Engage regularly with mentor regarding progress, performance, questions, etc. related to the
Internship.
Points of Emphasis:
 The Field-Based Internship requires a minimum of one experience related to each of the ISSL
standard and criteria. Be sure to specify the Standard and Criteria for Field-Based Experiences and
complete the summary and reflection on Ed Leadership Principalship System.
 Program-Required Internship Experiences may be completed at any point during the program and
recorded on Ed Leadership Principalship System.
Future school leaders who have experienced the most growth are consistently those who have placed the greatest
emphasis on reflection, honest communication with mentors, and sought internship experiences that stretch their
comfort zones.
Ed Leadership Principalship System Sample Template
9
Using a Word document template for recording internship experiences allows students to record and
reflect upon internship experiences as they occur. When ready, those experiences can be cut, pasted and
uploaded to SMS will allow you to copy and paste the description and reflection of the experience with
ease.
SAMPLE TEMPLATE:
Project:
Date of Experience:
Time Spent:
Level:
ISSL Standards/Criteria Covered:
Summary of the experience:
Reflection:
The Course-Embedded Internship
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The following list represents a partial compilation of Course-Embedded Internship Experiences and the ISSL and
Criterion. Course-Embedded Internship Experiences are subject to change as instructors adjust courses and
assignments. Students will receive feedback from course instructors on their work. These experiences may not be
used as Field-Based Internship Experiences unless the student has completed the same type of experiences more
than once.
Proposed Course
EDLEAD 6206 – Orientation to
Educational Leadership
EDLEAD 6247 – Organization
Management: School and Community
EDLEAD 6282 – Leading School Growth
& Improvement
EDLEAD 6245 – Leadership for Effective
Schools
EDLEAD 6289 – School Leadership
Seminar
SPED 6260 – Special Education Law and
Policy
EDLEAD 6248 – Leading Instruction in
Schools
MEASRES 6205 – Educational Research
EDLEAD 6232 – School Governance,
Law and Intersystems Relations
Course-Embedded Internship Experience & ISSL
Life Styles Inventory 1 & 2 (2e, 2g)
Stakeholder Dialogue Analysis (1f, 2h, 3f, 4a)
Principal-Superintendent Interview Summary (1a, 3f)
Fictional Principal Evaluation (all ISSL)
Philosophy of Education Overview Presentation (all ISSL)
Development of Monthly Principal’s Calendar (3c)
Technology Use Presentation (2b, 3e)
Technical Writing Modules (3f, 4b)
Equity Matrix Assignment (4d, 5e, 6b)
NCLB Disaggregation Project (1b, 2d, 3f)
Students examine building/district ELL integration process and proficiency
levels (2c, 4d, 5d, 6b)
Creation of School Change Story (1a, 1b, 1f, 2a, 2d, 2e, 2f, 2g, 3f, 4a)
Development of Organizational Culture Project (1a, 1b, 1e, 1f, 2a, 2d)
Construction of School Data Profile/Change Readiness Scan (1a, 1b, 1d,
1f, 2a, 2d)
Community Presentation (4a, 4b, 5d, 6b)
Spring School Leadership Role (2j, 3f, 4a)
Day in the Office Role Play (all ISSL)
Development of School Leadership Speech (1f, 2j, 3f, 4a, 4b, 4c, 4d)
Impact of Poverty Simulation (3f, 4a, 4b, 5d)
Professional Growth Plan (all ISSL)
Personal Wellness Plan
Manifestation Determination (1c, 2d, 5d)
Participation in IEP problem solving/meetings (4a, 4b, 5a, 5d, 5e)
Co-Teaching with Special Education Teacher (1c, 2d, 2j)
Gifted/Talented (GT) project (1c, 2c, 2d)
At-Risk/Alternative HS Student Oral History project (4a, 4b, 4d, 5d)
Disaggregation of building/district student achievement data (1a, 1b, 2d,
2g)
Construction of School Data Profile/Change Readiness Scan (1a, 1b, 1d,
1f, 2a, 2d)
Team Data Projects (1a, 1b)
Principal’s Action Research project using building-level data (1a, 2d, 2g)
Interagency interview project (4a, 4b, 4c, 6a, 6b)
School litigation analysis project (All ISSL)
Current litigation overview (All ISSL)
Complete school budget simulation with mentor (3d)
EDLEAD 6225 - Activities
Administration (elective)
Non-participant student interviews (1f, 2h, 4a, 4d)
Others under development
EDLEAD 6235 – Community
Connections (elective)
EDLEAD 6284 – Evaluator Approval for
Improved Student Learning
Non-participant student/community interviews (1f, 2h, 4a, 4d)
Conduct Classroom observations using Iowa standards (92a, 2d, 23, 2f)
Pre/Post Observation Conferences (2b, 2c, 2e, 2f, 2g)
Conduct TWO teacher evaluations (ONE regular ed, ONE SpEd) (2d)
11
Novice/Veteran Teacher Evaluation Process Interview (2a, 2d)
Walk-Through Evaluations (2j)
Develop whole faculty study and/or PD focused on issues related to
Curriculum, Instruction, and Assessment (2f)
Develop training tool focused on engaging and relevant instructional
practices (1b, 2f)
Oral history of ELL/immigrant student (4d, 5d, 5e, 6b)
Collect and analyze various levels and content area classroom
assessments (1b, 2d)
EDLEAD 6249 – Leading, Learning,
Teaching & Curriculum
EDLEAD 6240 – Technology for School
Leaders
Exploration of social media applications for schools (2c, 2e, 3d, 3e, 4a)
Examination of promising practices in technology-rich learning
environments, 1:1 schools, etc. (2a, 2d, 3d, 3e)
"Without a doubt, the strength of the UNI
educational leadership program is the faculty. Drs.
Pace, McNulty and Gilson were approachable,
knowledgeable and open to new ideas. Most
importantly, they were able to blend just enough
theory with practical applications that could be
applied in our internship and future roles as
educational leaders."
-Matt Townsley,
Solon
The Field-Based Internship
12
Each student will complete a Field-Based Internship that includes at least one experience for each of the 35
criterion under ISSL. The 6 ISSL and 35 criteria appear below, followed by a list of sample experiences. In
developing the internship plan, students and mentors should remember that many schools and districts will
already have important projects under way that would be ideal school leadership experiences.
Upon completion of each Field-Based Internship Experience, the student will log his or her work on SMS,
summarizing the student’s role in the activity and reflecting on the learning taken from it. The student will also
record the number of hours and match the experience to the appropriate ISSL and criteria. The Field-Based
Internship should be completed with all experiences recorded by May 1 of the second year in the program.
Following are a condensed version of the ISSL criteria. For a complete listing, see page 3.
Standard 1: Visionary Leadership
An educational leader promotes the success of all students by facilitating the development, articulation,
implementation, and stewardship of a vision of learning that is shared and supported by the school community.
a)
b)
c)
d)
e)
f)
Uses data for Establishment of Achievement Goals
Uses best practice in Program Improvement
Articulates/Promotes High Expectations for Teaching/Learning
Aligns educational programs w/ District Vision and Goals
Provides Leadership for Major Initiatives and Change Efforts
Communicates effectively with various stakeholders on progress
Potential experiences, artifacts, and activities (adapted from Principalship Performance Review: A Systems
Approach (2009) by School Administrators of Iowa and The Wallace Foundation) could include:

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Facilitates School Improvement Plan, Building
Improvement Plans/grade level goals.
Leads, develops, plans, enacts Building Staff
Development Plan
Facilitates staff meetings and addresses
vision/mission
Coordinates, writes, develops school newsletter,
blog, etc.
Coordinates monthly student recognition
Produces local newspaper/web articles
highlighting achievement
Develops building-wide discipline plans/academic
guidelines
Implements character education plans
Establishes and maintains student organization in
support of student learning
Uses student data/profiles to identify goals and
address actual needs
Facilitates department/grade level/ team
meetings
Coordinates/presents district report
cards/building report/performance summaries
Facilitates problem solving meetings
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Collaborates on/presents “State of the School”
report from principal
Develops/updates/presents Mission/Vision
statement and related materials
Coordinates/develops Partners in Education
program(s)
Leads tours of building and sites to prospective
parents, public groups, alumni
Facilitates Professional Development sessions
Compiles and presents needed data for staff
Assumes leadership roles in SIAC/related
committees
Produces web articles, Blogs submissions,
Podcasts, promotional materials and video
Presents to the school board and stakeholder
groups
Facilitates parent/stakeholder meetings
Provides daily/weekly teacher/staff
communications (i.e. Newsletter)
Facilitates committee meetings – agendas and
minutes
o End of Year Board Report (review of
programs)
Other experiences developed with mentor
Standard 2: Instructional Leadership
13
An educational leader promotes the success of all students by advocating, nurturing, and sustaining a school
culture and instructional program conducive to student learning and staff professional development.
a)
b)
c)
d)
e)
f)
g)
h)
i)
j)
k)
Provides leadership for Assessing/Developing/Improving Climate and Culture
Systematically/Fairly Recognizing/Celebrating Staff/Student Accomplishment
Encourages design of more effective learning experiences for students
Monitors/Evaluates Effective Curriculum/Instruction/Assessment
Evaluates Staff and Provides ongoing coaching for improvement
Ensures professional development that enhances teaching/learning
Uses research/theory to develop/revise professional growth plan
Promotes collaboration with all stakeholders
Accessible and approachable to all stakeholders
Visible and engaged in the community
Articulates and reinforces desired school culture, showing evidence
Potential experiences, artifacts, and activities (adapted from Principalship Performance Review: A Systems
Approach (2009) by School Administrators of Iowa and The Wallace Foundation) could include:

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Facilitates staff in-service focused on particular
content areas
Develops and Implements Walk-through
evaluations
Develops and implements school climate surveys
and presentation and analysis of results
Serves on building/district/state committee
addressing NCLB, curricular standards, instruction,
Collaborates on the development of
building/district Professional Development Plan
Conducts teacher evaluation, including pre/post
observation conferences
Facilitates faculty meeting focused on curriculum,
instruction, assessment
Attends state and national conferences and
provides evidence of implementation of new
learning
Facilitates building/district level study teams
Facilitates faculty book study
Provides opportunities for faculty to observe and
engage in effective teaching practice
Facilitates teacher interview process
Collaborates with student services personnel
Engages in student discipline problem solving
Evaluates alignment of building/district curriculum
and actual use of instructional materials
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Facilitates Iowa Core Curriculum, Iowa Professional
Development Model initiatives, etc.
Assists with student/teacher portfolio
development
Actively involved in faculty/staff in-service and
professional development
Develops quality teacher in every classroom report
to community
Presents at building/district leadership team
meetings
Collects, analyzes, and presents building climate
data
Engages with speakers/authors and application of
ideas
Develops relevant professional growth
opportunities and applies acquired information
Facilitates professional learning groups
Develops and demonstrates a lesson plan model
Interacts with community related to improved
instruction
Demonstrates involvement in and leadership of
mentoring and induction program
Contributes to recruiting, hiring and retaining
quality professional staff
Facilitates faculty adoption of new instructional
technologies and or methods
Other experiences developed with mentor
14
Standard 3: Organizational Leadership
An educational leader promotes the success of all students by ensuring management of the organization,
operations, and resources for a safe, efficient, and effective learning environment.
a)
b)
c)
d)
e)
f)
Complies with state and federal mandates and local board policies
Recruitment, selection, induction, and retention of staff for quality instruction
Addresses current and potential issues in a timely manner
Effectively/efficiently manages fiscal and physical resources
Protects instructional time
Uses effective communication w/internal and external audiences about school operations
Potential experiences, artifacts, and activities (adapted from Principalship Performance Review: A Systems
Approach (2009) by School Administrators of Iowa and The Wallace Foundation) could include:













Examines and critiques the extent to which
building expectations are clearly understood,
aligned with mission/vision, etc.
Facilitates/develops/updates student, faculty,
substitute, and teacher handbooks
Develops newsletters, web articles and other
tech artifacts (blogs, wiki, etc.) related to
smooth functioning of the school
Develops/updates/evaluates building/district
crisis plans
Produces and distributes staff memos,
ensuring clarity of message
Documents parental contact through visits,
phone calls, email, etc.
Completes required fire marshal reports/fire
and disaster drill records
Completes insurance audit of building
Meets with maintenance staff, focused on
operations, efficiency, safety, procedures, etc.
Uses technologies to streamline procedures for
attendance, grades, registration
Coordinates event supervision, special event
scheduling, etc.
Collaborates with developing the building
master schedule, early dismissals, late starts,
etc. Focus on maximizing instructional time.
Analyzes a controversial issue that resulted in a
collaborative decision. Tracks, summarizes, and
evaluates the process and outcomes.












Conducts physical plant management
plan/walk-throughs
Organizes and reviews new student (new and
incoming) orientation process or grade level
transitions
Plans and coordinates new staff member
orientation
Conducts exit interviews for departing staff
members, compile and report results
Coordinates the hiring process (schedule,
procedures, etc.)
Provides building leadership team minutes
o Staff meeting agendas
o Student safety survey data results
o Instructional time schedules
o Student discipline logs
Facilitates safety committee meeting/crisis
management plans
Monitors and evaluates attendance/tardy
procedures/expectations with consistently
enforced consequences
Shadows food service personnel and
interviews director regarding costs,
procedures, etc.
Shadows bus driver/maintenance personnel
and interview regarding major issues,
challenges, etc.
Shadows central office/support staff, taking
note of key responsibilities, challenges, etc.
Other experiences developed with mentor
15
Standard 4: Collaborative Leadership
An educational leader promotes the success of all students by collaborating with families and community
members, responding to diverse community interests and needs and mobilizing community resources.
a) Engages families and community, and promotes shared responsibility for student learning and
education
b) Promotes/supports structure for family/community involvement
c) Facilitates connections of students/families to health/social services that support a focus on learning
d) Collaboratively establishes a culture that welcomes and honors families and community and seeks ways
to engage them in student learning
Potential experiences, artifacts, and activities (adapted from Principalship Performance Review: A Systems
Approach (2009) by School Administrators of Iowa and The Wallace Foundation) could include:


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





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
Facilitates/develops/establishes parent
advisory committee
Develops parent volunteer database and
recognition ceremony
Interviews staff and community to develop
plan for increasing community involvement in
the school
Assesses effectiveness of site-council (or
similar group) and makes recommendations
for improving effectiveness
Assesses school media center for materials
related to heritage, ethnicity, cultural diversity,
sexual orientation, etc.
Tracks school web site hits, monitors updates
Develops a database of agencies and resources
available to students and families
Conducts interviews with select community
leaders, assessing their perceptions of
strengths, weaknesses, and future directions of
the school
Facilitates student council meetings, priorities,
service projects
Assesses the extent to which the
building/district function in concert to benefit
student learning
Collaborates with higher education and other
entities

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





Coordinates district/building student
mentoring/volunteer programs
Oversees/expands school to work programs
Coordinates/examines school facility use
policies and procedures
Develops and implements survey of faculty as
to where/how volunteers could assist in
classrooms and programs
Assesses school’s relationships with
community agencies, YMCA, mental health
providers, etc. to determine if collaboration is
effective, offering recommendations for
maximization
Observes site council meetings and
presentations to the Board of Directors
(documentation)
Coordinates/expands/evaluates/improves
Open House, Parents at School, Grandparent’s
Day, Veteran’s Day, (or similar), Family Activity
Night functions
Establishes business and/or community
partnerships to enhance collaboration
Explores job shadowing/internship/community
outreach learning opportunities
Establishes, enhances, expands effective
school outreach initiatives
Other experiences developed with mentor
16
Standard 5: Ethical Leadership
An educational leader promotes the success of all students by acting with integrity, fairness and in an ethical
manner.
a)
b)
c)
d)
e)
Demonstrates ethical and professional behavior
Demonstrates values, beliefs, and attitudes that will inspire others to higher levels of performance
Fosters and maintains caring, professional relationships with staff
Demonstrates appreciation for and sensitivity to diversity in the school community
Demonstrates respect for divergent opinions
Potential experiences, artifacts, and activities (adapted from Principalship Performance Review: A Systems
Approach (2009) by School Administrators of Iowa and The Wallace Foundation) could include:









Establishes a character education program
in the school and document activities
(documentation)
Coordinates and facilitates assemblies and
programs focused on character, ethics,
tolerance, etc.
Provides speakers/programs/resources for
parents
Demonstrates fair treatment in discipline
scenarios
Communicates character education
principles, actions, etc.
Establishes/expands culture festivals to
honor and celebrate diversity
Provides school news and information
using multiple languages
Develops school calendar and events
reflecting many ethnic religious holidays
based on school demographics
Ensures and evaluates representation of
diverse interest, ethnic, and other groups
on school committees

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








Reviews handbook to ensure equitable
implementation of policies
Addresses specific concerns of
families/student re: controversial issues
Facilitates and encourages student
involvement in community service events,
programs (documentation)
Participates in and promotes relevant
community service work
Provides written summaries and
reflections related to ethical leadership
Participates in
developing/reviewing/updating
instructional plans for diverse groups such
as ELL, TAG, etc.
Evaluates student handbook (policies and
procedures)
Solicits anonymous feedback on
performance as a leader
Demonstrates consistent, timely, proactive
action on bullying/harassment
Demonstrates commitment to justice and
ethics
Other experiences developed with mentor
17
Standard 6: Political Leadership
An educational leader promotes the success of all students by understanding the profile of the community and
responding to, and influencing the larger political, social, economic, legal and cultural context.
a)
b)
c)
Collaborates with service providers/decision-makers to improve teaching and learning
Advocates for the welfare of all members of the learning community
Designs and implements appropriate strategies to reach desired goals
Potential experiences, artifacts, and activities (adapted from Principalship Performance Review: A Systems
Approach (2009) by School Administrators of Iowa and The Wallace Foundation) could include:










Meets monthly with curriculum director or
building staff development team to plan staff
development for teachers and self
Actively involved in district curriculum
committee
Speaks at service clubs/community groups
Shares progress on district goals to parentteacher organizations
Facilitates/organizes Cultural Festival
celebrating school/community diversity
Serves on Ed Committee for city, chamber,
economic development, or similar organization
Uses multiple modes of communication to
engage legislators and policy makers
Logs outside community resource agencies
Develops a list of key websites, reading
materials, professional resources to assist
leaders in being politically informed.
Develops and implements plans for political
engagement













Guides staff in disaggregating data
Uses demographic data of community to
establish student learning needs
Observes and participates in community
forums, city council proceedings, etc.
Writes articles in newsletter or local paper
regarding local, state, national educational
issues
Actively participates in SIAC or similar
committees
Works with DE, AEAs and other resources
Serves on local and state boards, etc.
Plans staff development opportunities
addressing diversity
Interviews the district’s school law attorney
regarding ethics for administrators
Evaluates building handbook to determine
alignment with board polices
Interviews individuals on different sides of a
controversial issue, summarizing the key
points, and suggest potential courses of action
Facilitates law and policy makers’ visits to the
district/building
Other experiences developed with mentor
18
Field-Based Internship Planning Worksheet
Name:___________________________ Cohort:
Due: November 15 of 1st Semester in Program & as changes are made.
Student uploads plan to SMS upon approval from Faculty Field Supervisor.
ISSL #1 – Visionary Leadership
Standard
Visionary Leadership/Experience Area
(Condensed Criteria)
1a
Uses data for Establishment of Achievement Goals
1b
Uses best practice in Program Improvement
1c
Articulates/Promotes High Expectations for
Teaching/Learning
1d
Aligns educational programs w/ District Vision
and Goals
1e
Provides Leadership for Major Initiatives and
Change Efforts
1f
Communicates effectively with various
stakeholders on progress
E.C. /Elem/Sec/Sp Ed
(Indicate Grade Level)
Approximate Hours
DESCRIPTION
Estimated
Completion Date
19
ISSL #2 – Instructional Leadership
Standard 2
Instructional Leadership
(Condensed Criteria)
2a
Provides leadership for
Assessing/Developing/Improving Climate
and Culture
Systematically/Fairly
Recognizing/Celebrating Staff/Student
Accomplishment
Encourages design of more effective learning
experiences for students
Monitors/Evaluates Effective
Curriculum/Instruction/Assessment
Evaluates Staff and Provides ongoing
coaching for improvement
2b
2c
2d
2e
2f
2g
2h
E.C. /Elem/Sec/Sp Ed
(Indicate Grade Level)
Approximate Hours
DESCRIPTION
Estimated
Completion Date
Ensures professional development that
enhances teaching/learning
Uses research/theory to develop/revise
professional growth plan
Promotes collaboration with all stakeholders
2i
Accessible and approachable to all
stakeholders
2j
Visible and engaged in the community
2k
Articulates and reinforces desired school
culture, showing evidence
20
ISSL #3 – Organizational Leadership
Standard
3
Organizational Leadership
(Condensed Criteria)
3a
Complies with state and federal mandates and
local board policies
Recruitment, selection, induction, and retention
of staff for quality instruction
Addresses current and potential issues in a
timely manner
Effectively/efficiently manages fiscal and
physical resources
Protects instructional time
3b
3c
3d
3e
3f
E.C. /Elem/Sec/Sp Ed
(Indicate Grade Level)
Approximate Hours
ISSL #4 – Collaborative Leadership
E.C. /Elem/Sec/Sp Ed
(Indicate Grade Level)
Approximate Hours
Collaborative Leadership
(Condensed Criteria)
4a
Engages families and community, and
promotes shared responsibility for student
learning and education
Promotes/supports structure for
family/community involvement
Facilitates connections of students/families to
health/social services that support a focus on
learning
Collaboratively establishes a culture that
welcomes and honors families and community
and seeks ways to engage them in student
learning
4c
4d
Estimated
Completion Date
DESCRIPTION
Estimated
Completion Date
Uses effective communication w/internal and
external audiences about school operations
Standard 4
4b
DESCRIPTION
21
ISSL #5 – Ethical Leadership
Standard 5
5a
5b
5c
Ethical Leadership
(Condensed Criteria)
E.C. /Elem/Sec/Sp Ed
(Indicate Grade Level)
Approximate Hours
DESCRIPTION
Estimated
Completion Date
DESCRIPTION
Estimated
Completion Date
Demonstrates ethical and professional
behavior
Demonstrates values, beliefs, and attitudes
that will inspire others to higher levels of
performance
Fosters and maintains caring, professional
relationships with staff
5d
Demonstrates appreciation for and
sensitivity to diversity in the school
community
5e
Demonstrates respect for divergent
opinions
ISSL #6 – Political Leadership
Standard
6
Political Leadership
(Condensed Criteria)
6a
Collaborates with service providers/decisionmakers to improve teaching and learning
Advocates for the welfare of all members of
the learning community
Designs and implements appropriate
strategies to reach desired goals
6b
6c
E.C. /Elem/Sec/Sp Ed
(Indicate Grade Level)
Approximate Hours
22
Program-Required Internship Experiences
Program-Required
Experience
Location (school,
agency, business, &
contact people)
Description
Estimated Completion
Date
1 (of 2) Full-Day Principal
Shadowing (8 hrs)
# 2 Full-Day Principal
Shadowing (7.5 hrs)
Non-profit/Social Service
Experience
Business Internship
Experience
23
Field-Based Internship Plan Approval Form
Due: December of 1st semester, copies to mentor, student,
Faculty Field Supervisor, Educational Leadership Department
Email to: elpeapps@uni.edu
Name of Student:
COHORT:
Name/Title of Mentor:
Name of Building & School District:
Mentor's School Address:
Mentor's School E-mail Address:
Mentor's School Phone Number:
Student’s Signature
Printed Name of Student
Mentor’s Signature
Printed Name of Mentor
UNI Faculty Field Supervisor’s Signature
Printed Name of UNI Faculty Field Supervisor
Date
24
Program-Required Internship
Program-Required Internship Experiences are not affiliated with particular courses. Rather, they are specific
experiences that relate to important aspects of the UNI Principalship Program, the UNI Educational Leadership
Conceptual Framework and the Iowa Standards for School Leaders (ISSL).
The most effective school leaders are typically those with great skill in building relationships with a broad range
of people and interact comfortably in a variety of settings and circumstances. To that end, this requirement is
aimed at providing new and out-of-the-box experiences and perspectives for aspiring school leaders. These must
be completed and logged on SMS prior to the portfolio presentation. The experiences are outlined below:
 Full-Day Principal Shadowing Experiences: During the first and second years of the program, students
are required to complete a total of 2 principal shadowing experiences. One experience should be
entered as a Program-Required Internship experience; and the other should be entered as a Field-Based
Internship experience and aligned with the appropriate ISSL and criteria. For example, students who
teach in a small, rural high school should plan to shadow a principal in an urban high school and vice
versa. Students needing assistance in finding a shadowing location should contact their advisor for
assistance. Students may consider utilizing the School Administration Manager (SAM) Time Analysis
Tools to focus their observations. Students should contact their advisor for more information on the
tools.
 Non-profit/Social Service Experience: Students are required to complete four to six hours of internship
experience in a non-profit/social service setting (such as cultural centers, immigration centers, homeless
shelters, LGBT center, food bank, local law enforcement, social service agencies, etc.). This experience
provides students a valuable opportunity to gain a new perspective on the interaction between issues of
race/ethnicity, class, culture, language, and socioeconomics and education.
These experiences are designed to expose students to opportunities and experiences that are out of
their normal comfort zones. As such, the experiences should be those in which students are not
typically involved (such as teaching Sunday School in one’s own church, volunteering in an
organization/church in which one routinely participates, etc.)
 Business Internship Experience: Students are required to complete four to six hours of internship
experience in a business setting. Students should consider the type of business that is of interest to
them and/or seems most relevant for their district and community. This opens a wide variety of
possibilities, from examining the skills needed for employment in high tech or specialized companies
(engineering, financial services, global commerce, technology, etc.) as well as manufacturing, farm labor,
hourly wage, and service industries (food processing, hospitality, minimum wage employment, etc.).
Past examples have included factories, sales, health care, financial services, transportation, retail,
manufacturing, construction, etc.
25
Program-Required Internship Reflection Example
26
Program-Required Internship Reflection Example
27
Field-Based Internship Reflection Example
28
29
Student Contact Information
Due: October 1 of 1st semester & when changes are made.
Email to: elpeapps@uni.edu
Name of Student:
Cohort:
Home Address:
City/State/Zip:
Home Telephone & Cell Phone:
Home E-mail Address:
School Name & Phone:
School E-mail Address:
School Address:
City/State/Zip:
Indicate the e-mail address you would like us to use on the mailserv :
School Position/Job Title:
Name of Mentor:
Please provide a copy to your Faculty Field Supervisor AND send as an attachment by e-mail to:
elpeapps@uni.edu
Or mail to
Department of Educational Leadership and Postsecondary Education
508 Schindler Education Center
University of Northern Iowa
Cedar Falls, IA 50614-0604
30
Mentor Contact Information
Due: October 31 of 1st Semester in Program and when changes are made
Email to: elpeapps@uni.edu
Name of Mentor
First Name
Middle Initial
Last Name
Title of Mentor:
Mentor’s Home Address:
City/State/Zip:
Mentor’s Home Telephone & Cell Phone:
Yes! Include my name on the Educational Leadership Phone-A-Friend List. I
understand that I may be asked to share my thoughts on a school leadership issue via phone
during a class in the Principalship Program.
Mentor’s School Name and Address:
City/State/Zip:
Mentor’s School Telephone:
E-mail Address where you prefer to be reached:
Name of Student:
Please provide a copy this form to your Faculty Field Supervisor,
AND send this form and résumé as an attachment by email to
elpeapps@uni.edu
Or mail to
Department of Educational Leadership and Postsecondary Education
508 Schindler Education Center
University of Northern Iowa
Cedar Falls, IA 50614-0604
31
Prospective Mentor Approval Form
Student: After interviewing your prospective mentor, please provide
the following information so your prospective mentor’s experiences
can be understood.
Due: October 31 of 1st Semester in Program and when/if mentor changes;
Student emails form to elpeapps@uni.edu
Student Name:_____________________________________ Cohort:_____________________
Student’s School District & Building:_________________________________________________
Prospective Mentor’s Name:_______________________________________________________
Prospective Mentor’s District & Building:_____________________________________________
(Please provide requested information below)
o
Prospective Mentor is a currently practicing administrator, licensed in Iowa, with proof of completion of Iowa
Evaluator Approval
Mentor’s Folder Number:_______________
The UNI Principal Program seeks to develop and nurture reflective Leaders of Learning, Service, and Change who
positively impact student achievement and school improvement. To that end, please briefly describe the prospective
mentor’s relevant leadership experiences in the following areas. Use additional space if necessary.
o
Leader of Learning (examples may include facilitating professional development for faculty, continued professional
study as an administrator, articles, presentations, professional conference attendance, and etc.)
o
Leader of Service (examples may include formation of community partnerships, service to school and community
that is beyond the normal duties of the principal, special projects with an emphasis on service to others, and etc.)
o
Leader of Change (examples may include leadership initiatives that are designed to promote personal, professional,
and educational change, such providing leadership for new schedules, curriculum, improved educational experiences for
students, and etc.)
32
Mentor Contract
This agreement is made between the University of Northern Iowa Principalship Program and
_________________________, (referred to here as contractor) who agrees to perform the
(print)
following services as mentor to a UNI Principalship Program student.
The Mentor/Contractor:
The Mentor/Contractor must be licensed as a principal and must be active in a school leadership role.
1.
Assists the student in the development and implementation of the internship plan and initiates regular growth-focused
conversations with the student related to the student’s progress and performance on the internship plan.
2.
Collaboratively develops and approves the internship plan (which includes a selection of specialized experiences that are
aligned with the ISSL Standards,) with the UNI Faculty Field Supervisor.
3.
Provides supervised school leadership experiences as outlined in the internship plan, reviews reflections for accuracy, and
completes confidential semester evaluations (fall and spring semester) of the student's work.
4.
Provides the leadership necessary to ensure that the student's role is fully understood by the Board of Education, faculty, and
students, as appropriate.
5.
Opens doors of opportunity that provide experiences for the student to gain real-world school leadership experiences that
connect theory to practice.
6.
Conducts periodic review sessions and reflective dialog with the student to discuss what has been accomplished and provides
the student feedback regarding his/her internship experiences.
7.
Provides release time, if at all possible, in order for the student to engage in authentic school leadership experiences
associated with the Principalship/Special Education Supervisor.
8.
Communicates with UNI Faculty Field Supervisor and/or campus based faculty as needed.
9.
Prepares semester formative/summative assessments (found in the Resources section of the handbook) for student at the end
of each fall and spring semester. Semester evaluation forms will be maintained electronically on SMS.
10. Completes and returns Mentor Contract, Mentor Contact Form, and resume to Marlene Shea on or before October 31.
Student(s) to be mentored by contractor: __________________________
_______________________
____________________________
This agreement is executed by the parties as of __________________________________ (date) by The University of Northern Iowa
Principalship Program Coordinator and ____________________________________ (contractor signature).
Office Use Only: Fall______ Spring______
Scan and send as an attachment by email to: elpeapps@uni.edu
OR by mail to:
Department of Educational Leadership and Postsecondary Education
508 Schindler Education Center - University of Northern Iowa
Cedar Falls, IA 50614-0604
33
Optional Mentor Feedback Form
Student: complete at end of each semester, following evaluation
conference (1 copy for student, 1 copy for mentor)
Student
Cohort
Mentor
Semester
Date
This form may be completed by Principalship Students each semester for discussion at the summative/formative
evaluation conference.
I feel I’m experiencing the most growth when my mentor:
These actions by my mentor were most helpful to me this semester:
I would benefit if my mentor could/would do more:
In the coming semesters, I would appreciate my mentor:
At this point, I’m feeling the most comfortable with:
ISSL 1 2 3 4 5 6
LL
LS
At this point, I need my mentor’s help in gaining experience in: ISSL 1 2 3 4 5 6
(LL = Leader of Learning
LS = Leader of Service
LC
LL LC
LS
LC = Leader of Change)
Other Comments/Ideas/Suggestions/Requests:
34
INTERNSHIP SKILL FORMATIVE/SUMMATIVE ASSESSMENT
Evaluation of Student’s Progress
Formative
Summative
Student’s Name: ______________________________ Cohort: ____________________ Date:
Please Print
Please complete the following evaluation and be prepared to discuss with UNI Faculty Field Supervisor at the end of
each semester. Once this is completed, upload the signed copy to the Ed Leadership Principalship System after each
evaluation is completed.
The following instrument is to be completed by the mentor to assess student’s knowledge and experience in each of the
following 35 ISSL criteria. If the student has not had the opportunity to demonstrate knowledge or experience in a
particular skill area, please check (None) in the appropriate circle.
HD (high degree)
Evaluation Scale:
SD (some degree)
LD (low degree)
HD
None
(Check appropriate circle)
SD
LD
None
Standard 1: Visionary Leadership
The student has demonstrated knowledge or understanding of:
A. Uses Data for Establishment of Achievement Goals
B. Uses best practice in Program Improvement
C. Articulates/Promotes high Expectations for teaching/learning
D. Aligns educational programs w/ District Vision and Goals
E. Provides leadership for Major Initiatives & Change Efforts
F. Communicates effectively w/Various Stakeholders on progress
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Standard 2: Instructional Leadership
The student has demonstrated knowledge or understanding of:
A.
Provides leadership for Assessing/Developing/Improving Climate/Culture
B.
Systematically/Fairly Recognizing/Celebrating Staff/St. Accomplishment
C.
Encourages design of more effective learning experiences for students
D.
Monitors/Evaluates Effective Curriculum/Instruction/Assessment
E.
Evaluates Staff & Provides ongoing coaching for improvement
F.
Ensures professional development that enhances teaching/learning
G.
Uses research/theory to develop/revise professional growth plan
H.
Promotes collaboration with all stakeholders
I.
Accessible & approachable to all stakeholders
J.
Visible & engaged in the community
K. Articulates & reinforces desired school culture, showing evidence
○
Standard 3: Organizational Leadership
The student has demonstrated knowledge or understanding of:
A.
Complies with state & federal mandates & local board policies
○
B.
Recruiting, selection, induction, & retention of staff for quality instruction ○
C.
Addresses current & potential issues in a timely manner
○
D.
Effectively/efficiently manages fiscal & physical resources
○
E.
Protects instructional time
○
F.
Uses effective communication w/internal & external audiences about
school operations
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35
HD
SD
LD
None
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Standard 4: Collaborative Leadership
The student has demonstrated knowledge or understanding of:
A.
Engages families & community and promotes shared
responsibility for student learning & education
B.
Promotes/supports structure for family/community involvement
C.
Facilitates connections of students/families to health/social services
that support focus on learning
D.
Collaboratively establishes culture that welcomes & honors families &
community & seeks ways to engage them in student learning
Standard 5: Ethical Leadership
The student has knowledge or understanding of the need to act with integrity, fairness and in an ethical manner as related to:
A.
Demonstrates ethical & professional behavior
○
○
○
○
B.
Demonstrates values, beliefs, & attitudes that will inspire others to
higher levels of performance
○
○
○
○
C.
Fosters & maintains caring, professional relationships with staff
○
○
○
○
D.
Demonstrates appreciation for and sensitivity to diversity in
the school community
○
○
○
○
E. Demonstrates respect for divergent opinions
○
○
○
○
Standard 6: Political Leadership
The student has knowledge and understanding of:
A.
Collaborates with service providers/decision-makers to improve
teaching & learning
B.
Advocates for the welfare of all members of the learning community
C. Designs & implements appropriate strategies to reach desired goals
○
○
○
○
○
○
○
○
○
○
○
○
UNI Educational Leadership Contextual Framework
To what degree this semester has the student engaged in leadership experiences allowing him/her to function as a:
Leader of Learning
○
○
○
Leader of Service
○
○
○
Leader of Change
○
○
○
○
○
○
Summary
A.
What leadership experiences were especially successful for the student this semester?
B.
What leadership experiences failed to meet expectations for the student this semester?
C.
What has been the main focus or topic of reflections and conversations with the student this semester?
D.
How many summaries & reflections has the student logged on the Student Management System this semester? ______
E.
How many hours of field-based internship did your student complete this semester?
Overall Evaluation:
Please rate the quality of your student’s internship performance for this semester using a scale of 1-10 (low to high)
Mentor:
Date:
(Signature)
UNI Faculty Field Supervisor:
Date:
(Signature)
Student: __________
Date:
(Signature)
Revised 7/2010
36
Progress Monitoring Policy
As indicated in the UNI Educational Leadership Core Values, we believe the provision of feedback that
causes reflection and potentially reinforces/changes behavior is vital to personal and professional growth
and development. UNI Educational Leadership faculty members are committed to providing students with
meaningful, relevant, honest, and growth-oriented feedback throughout their experience.
The faculty recognizes that success as a school leader depends on knowledge of ISSL as well as personal
attributes and conduct, including maturity, judgment, emotional stability, professionalism, sensitivity, selfawareness, strong interpersonal skills, and ethics. Students must adhere closely to these principles, and
specifically to those outlined on page 7 of this handbook. Faculty will use the following process in
communicating student performance concerns. Every effort is made to address concerns about student
performance at the lowest possible level.
Progress Monitoring Form & Plan
The Educational Leadership faculty member meets with a student and expresses the concern about
performance. At this time, the student has the opportunity to respond to the concern, and together the
faculty member and student develop a plan to address the issue(s). These efforts are recorded on the
Progress Monitoring Form and SMS. Following this conversation, the faculty member makes the student
aware that the concerns and plan will be shared with the Educational Leadership faculty, which may
suggest additions to the plan. Following this, the plan is finalized between the student and faculty member,
with copies shared among the student, advisor, faculty member, and mentor.
Additional and Continuing Concerns
If the concern has not been adequately addressed or resolved in the specified time or other issues have
arisen, faculty members will again communicate with the student and Educational Leadership faculty as
outlined above. At this time, the student will be notified of the degree of seriousness of the concern.
Another plan may be developed, if appropriate. If the issues have not been resolved, the student may be
placed on probation, or suspended until resolution, student withdraws or is dropped.
If a student is suspended from the program, s/he may not enroll in additional coursework in UNI
Educational Leadership programs. After this decision is made by the faculty, it will be communicated to the
student, faculty members, Department Head, and Graduate Dean.
The student may appeal the decision to the Department Head within ten days of notification of the
suspension. The appeal procedure is outlined in the Student Policies and Regulations Affecting Students,
which is available in the Vice President’s Office.
Students should be aware that Progress Monitoring and suspension may include performance issues
related to the internship. When concerns are present in this area, the same process is followed, but may
include involvement of and input from the Faculty Field Supervisor and/or mentor. Students should be
aware that the State of Iowa requires completion of a minimum 400 hour internship experience in order to
be licensed. Thus, performance problems in the internship could prevent a student from completing the
program, even though traditional coursework has been satisfactorily completed.
37
Progress Monitoring Form
Name: ____________________________ Cohort: ___________
Used to document performance concern areas and their resolution
Issues & Brief Description
Relevant ISSL
Course of Action Time Line
We have discussed the issues above and resolve to collaborate toward their improvement and resolution.
_______________________________
Advisor/Faculty Member
_______________________________
Student
_______________
Date
38
Core Value Papers/Projects
The UNI Educational Leadership program is built upon four
Core Values—developing and nurturing reflective Leaders of
Learning, Service and Change. Thus, at various points during
the program, students are focused on these core values. These
papers/projects provide students the opportunity to synthesize
their thoughts and experiences with coursework, research, and
theory on educational leadership.
Core Value: My Philosophy of Educational Leadership
Core Value: The Principal’s Role as Leader of Service
Core Value: The Principal’s Role as Leader of Change
Core Value: The Principal’s Role as Leader of Learning
Procedure for Completing Core Values Papers/Projects
“In the midst of classes, busy careers,
and balancing family, the Core Values
papers became a vehicle through which
I was able to reflect and organize my
thinking and philosophy surrounding
educational leadership.”
-Tara Estep,
Cedar
Falls
Eleme
ntary
Students should always begin with an outline and refer to the Writing Tips included herein. Faculty
members do not expect the first draft to be flawless. We do, however, expect a serious professional effort
with regard to APA formatting, grammar, punctuation, and so on. Our intention is to spend the majority of
time and attention working with students on the content of the paper/project, rather than correcting
grammar, spelling, APA formatting, and so on. In some cases, faculty may refer students to the UNI Writing
Center for intensive assistance.
After each Core Value paper has received final approval from the instructor/advisor, students should
upload it to the Ed Leadership Principalship System.
Core Value: My Philosophy of Educational Leadership
This paper is completed as a graded assignment for EDLEAD 6206 – Orientation to ISSL and Educational
Leadership and will be due at a date established by the professor. Writers should address the following
questions:
 Why have you chosen to pursue Educational Leadership?
 What skills, knowledge, and dispositions will help you successfully lead a learning community?
 What would a school be be getting if it selected you as principal? Specifically, what could students,
teachers, and the community expect from your leadership? What leaders, famous or less well
known, inspire you?
 As a leader, what will you expect from teachers, students, and the community?
 Students should also explain how their views are reflected in ISSL and in the professional literature
and research, with at least two supporting citations.
The Philosophy of Educational Leadership paper should be
 Formatted to APA (6th Edition)
 4-6 pages in length
 Times New Roman 12 point font, double spaced
 1 inch margins on all four sides
 Use the sample title page in the handbook
39
Core Value: The Principal’s Role as a Leader of Learning
This paper is a graded assignment for EDLEAD 6284 – Evaluator Approval for Student Learning. It will be due
at a date established by the professor. Specific information will be provided by the professor.
In addition to information provided by the professor, students should consider the following questions:
 What does the research and professional literature suggest related to the principal’s role as a
Leader of Learning?
 What skills, knowledge, and dispositions are required of principals who seek to facilitate their own
professional growth and development, as well as that of teachers and students?
 What does ISSL require of principals as Leaders of Learning?
 What actions have I taken as an aspiring leader that demonstrates my functioning as a Leader of
Learning? How will I build on these actions as a leader?
 Students should support their argument and description with at least three to four citations from
sources other than course materials.
“Learning is like rowing
 Students often draw upon work by DuFour, Leithwood,
upstream: not to advance is to drop
Marzano, Reeves, Elmore, Delpit and Sergiovanni,
back.”
among others.
~Chinese Proverb
The Leader of Learning paper should be






Formatted to APA (6th Edition)
4-6 pages in length
Times New Roman 12 point font, double spaced
1 inch margins on all four sides
APA 6th edition for citations, style, etc.
Use the sample title page in the handbook (p. 46)
Core Value: The Principal’s Role as a Leader of Service
The focus of EDLEAD 6289 - School Leadership Seminar in June is Leader of Service. It is the key graded
assignment of the course and will be due at a date established by the professor. This highly reflective paper
is less formal than the Leader of Learning paper and Leader of Change project and should be no more than
four (4) double-spaced pages and should address the following:




How do my experiences in EDLEAD 6289 – School Leadership Seminar reflect the tenets of
servant leadership and the principal’s role as a Leader of Service?
How do these tenets relate to ISSL? How do these tenets relate to experiences I have had in the
internship?
What actions have I taken as an aspiring leader that demonstrate my functioning as a Leader of
Service? How will I build on these actions as a leader?
Students often draw upon work by Sergiovanni, Autry and Greenleaf, among others.
The Leader of Service Paper should be:





Highly personal and reflective
A maximum of four pages in length
Times New Roman 12 point font, double spaced
1 inch margins on all four sides
Use the sample title page in the handbook (p. 46)
“The first step in leadership is
servanthood.”
-John Maxwell
40
Core Value: The Principal’s Role as a Leader of Change
This extensive action research project is a major focus of EDLEAD 6282 – Leading School Growth and
Improvement and MESRES 6205 – Educational Research. Students will identify an issue, problem or
question in their classrooms/buildings/districts that needs to be addressed, conduct authentic action
research, report the results/interpretations and make recommendations for future actions. Past examples
have included the effectiveness of Check-In/Check-Out procedures, development of May term
interdisciplinary units, student responses to co-teaching efforts, results of new curricular materials, the
impact of advisor/advisee programs, effectiveness of leveled text reading programs and many others.
More specific information will be provided in the course syllabus.

In addition to a literature review focused on the topic chosen, students often draw upon work by
Hall and Hord, Fullan, Kotter, Reeves, Leithwood, and others.
The Leader of Change Action Research project paper should be





Formatted to APA (6th Edition)
Not longer than 13 pages
Times New Roman 12 point font, double spaced
1 inch margins on all four sides
APA 6th edition for citations, style, etc.
 Use sample title page in the handbook (p. 46)
“How wonderful it is that
nobody need wait a single
moment before starting to
improve the world.”
-Anne Frank
Guide to Reflective Writing and Thinking
In reflection, the focus of reflective writing is not simply what happened, but rather why it happened and
how it will influence an individual’s actions in the future. These four aspects can be used as a guide to
reflective thought.
1. Describing – What did I do? Attempts to simply describe what happened objectively.
2. Informing – What does this mean? Seeks to discover the meaning assigned to events and
interpretations.
3. Confronting – How did I come to be this way? Is what I am doing consistent with my values and
beliefs?
4. Reconstructing – How might I do things differently? Requires consideration of options and a call for
action in the future.
41
Writing Rubric
UNI Principalship Program
Well Developed
Developed
Emerging
Paper demonstrates unusual fluency, language
control, and sentence variety. Addresses all
points in a clear and articulate manner.
Paper adequately addresses the question,
contains few to occasional writing errors, but little
variety or sophistication in language usage.
Paper attempts to address the question but
writing errors (grammar, spelling, punctuation,
word choice) obscure meaning.
Exceptional quality of content, organization, and
amount of detail used to support or illustrate all
points.
Analysis shows adequate organization and
development. Uses enough specific information
and examples, including theory and research
literature, to support position.
Serious problems in organization or focus;
insufficient material and/or examples in support
of position.
Any formatting problems are very minor.
Few to several formatting problems are present,
but few to none are major.
Several formatting problems; some major.
Skills and Processes Developed
Planning, communicating
Organizational skills, communication through
writing skills are well developed
Skills and Processes Developed
Planning, communicating
Organizational skills, communication through
writing skills are developed
Skills and Processes Developed
Planning, communicating
Organizational skills, communication through
writing skills are minimally evident or absent
42
Tips for Effective Writing
No one expects absolute perfection in writing, especially not in the beginning. Most aspiring school leaders
have not been asked to do the kind (or amount) of writing we ask in this program. And that is no one’s fault.
You’ll be doing a number of things for the first time. There is, however, no excuse for simply failing to use
resources like spell check, reverse outlining, proofreading and using proper APA (6th edition) formatting.
As instructors, our job is to both challenge and assist you with content related to Educational Leadership.
While we want to assist with writing, we simply cannot be copy editors, proofreaders, or spell checkers.
These are your responsibility. Former students identify thorough, honest feedback as an essential part of
their professional growth. We think it is one of the reasons students choose UNI.





Start by looking carefully at the prompts, rubrics, and key questions for the assignment.
Always begin with an outline of the key points you intend to make.
Read each paper aloud before submitting it to anyone.
Always spell check each paper before submitting it to anyone.
Ask another person to read your work and make outline of your main points. If this is difficult for
them to do, chances are you have not stated your ideas clearly enough.

UNI Writing Center: http://www.uni.edu/unialc/writingcenter/selfhelp.htm. We often recommend
students utilize assistance offered by the UNI Writing Center.

Purdue University Online Writing Lab: http://owl.english.purdue.edu/
This site is just about as good as it gets and has almost everything a writer needs, including examples of APA
citations.

Buy or arrange to share a copy of the 6th edition of the Publication Manual of the American Psychological
Association.
 Expect to write more than one draft. Very few papers are of high quality after one attempt. In
organizing the paper, many find it helpful to use these three steps:
Tell what you’re going to tell (introduction)
Tell it (body)
Tell what you told (conclusion)
 Make an outline before you start so that your ideas are organized and flow logically from one idea to
the next one.
 Generally, avoid sentences that use “you.” Instead, try words like “we, leaders, principals.”
 When reporting information from other sources, such as books, studies, and research projects, use
past tense in explaining the findings or other information (e.g., the researcher suggested…).
 Use headings and subheadings to help organize the paper.
 Use transition sentences--either at the end of the paragraph before the transition OR at the
beginning of the next paragraph that introduces a new idea. Even if you have headings and
subheadings, you must still use transitions to connect your ideas and let the reader know that you
are introducing a new topic.
 The introduction of the paper should tell the reader what the paper is going to be about. Tell the
reader what you are going to write about in brief sentences. You should also discuss why your topic
43
is important, answering the question, “So what?”
 At the end of your paper, you should have a conclusion or summary, in which you summarize what
the paper has covered and make conclusions based on the material you have covered in the paper.
You should not introduce new ideas in the summary/conclusion section.
 When you are reporting information that is not common knowledge/common sense, you MUST
reference your sources.
 When you have more than one reference for a section, the references need to be listed in
alphabetical order (e.g., Gannet, 1982; Morris, 1978; Nelson, 1991; Zany, 1993)
 Double space everything in the paper--including quotes and references.
 Number your pages and provide a heading at the top of each page.
 The first time you cite a multiple author reference with six authors or fewer, you must list all the
authors (Catkins, Lastly, Smith, & Hasten, 1989). Thereafter, you should use the et al. formulation
(Catkins, et al., 1989).
 If you use a quote, cite the author, date, and page number (Reynolds, 1991, p. 13-19).
 If you have a quote of more than 40 words, it must be blocked. The rules of quotation marks,
periods, and other punctuation change with a blocked quote.
 If you are referencing inside parenthesis (Grange & Samuel, 1978), use an ampersand (&) instead of
writing the word “and.” If you are referring to several authors in the body of the paper, “George and
Samuel (1978) commented...” use the word “and” and not an ampersand.
 Do not use contractions (e.g., can’t, won’t, etc.) in the paper.
 When you have a quote, put the end punctuation inside the quotation marks--for example: Jones
(1990) said, “Watch out for those punctuation marks. They can trip you up."
 Avoid one sentence paragraphs. Most paragraphs should have at least three to five sentences.
 Avoid linking sentences with semicolons--this makes for a complicated, convoluted sentence. The
simpler your sentences, the easier it is for the reader to follow what you are trying to say, so keep it
simple--the purpose of writing is to communicate, not confuse.
 Make sure you have singular/plural agreement. If you use “the children,” you must use “they”
because these words are both plural. If you use “the child,” you must use “him or her” because
these are both singular.
 If you use material from outside sources, you must reference your sources. You must cite the
sources in the body of the paper. You must also give complete APA reference in the text and in the
references at the end of the paper.
 If you do not know the author of a piece, use the Anonymous reference for the author.
 If no date is available, use “n.d.” reference for the date.
44
 Make sure the subject of your sentence can actually DO the verb. For example, society cannot view,
research cannot suggest, etc. Inanimate objects or ideas cannot do active verbs. Members of society
can view, researchers can suggest based on their findings, etc.
 Report research in past tense: Jones (1998) stated that all women in the study were high achievers.
 You MUST put everything in your own words. If you use material directly from another source, word
for word, you have to use quotations, author, year, and page number. For example: Thomas (2004)
cited the value of professional learning teams. She stated “teachers are stronger and more effective
when working together” (p. 18).
 Even when using an author’s ideas and not a direct quote, credit must be given. For example: After
school programs can be highly effective and can be delivered in a variety of formats (Fisher, 2000).
 DO NOT plagiarize (use someone’s exact words or general idea without citing the paper). The
department participates in plagiarism protection through www.turnitin.com. This resource allows
instructors to submit your paper to plagiarism detention software. Visit the web site listed above for
more information on how this software works or speak with your instructor if you have further
questions.
The following identifies the categories that must be considered when writing a high quality paper:
 Ideas: The paper is clear and focused. It holds the reader’s attention with relevant anecdotes and
details enrich the central theme.
 Organization: The organizational structure enhances and showcases the central idea or theme of the
paper; includes a satisfying introduction and conclusion.
 Voice: The writer speaks directly to the reader in a manner that is individual, compelling, engaging
and shows respect for the audience.
 Word choice: Words convey the intended message in a precise, interesting and natural way.
 Sentence Fluency: The writing has an easy flow, rhythm and cadence. Sentences are well built.
 Conventions: The writer demonstrates a good grasp of standard writing conventions (e.g. spelling,
punctuation, capitalization, grammar, usage, paragraphing)
 Presentation: The form and presentation of the text enhances the ability for the reader to
understand and connect with the message.
45
My Philosophy of Educational Leadership
[paper title]
--
Presented to the Department of Educational Leadership
and Postsecondary Education
University of Northern Iowa
-In Partial Fulfillment
of the Requirements for the
Master of Arts in Education or Advanced Studies Certificate
-by
Julie Q. Student
Anytown Elementary School
Anytown, IA
(date written)
-Instructor’s Name
46
Portfolio
Development of the school leadership portfolio will assist the student in demonstrating competence and
experience with ISSL and the UNI Conceptual Framework, consisting of Leader of Learning, Leader of
Service, and Leader of Change. The following guidelines will explain everything the student needs to
know in order to highlight his or her internship experiences in an engaging and professional manner.
“The time spent considering
what each artifact meant to
me boosted my confidence. The
presentation was a proud
moment for me. I was
completely prepared and as
confident in myself as I had
ever been. Presenting my
experiences to other leaders
enhanced my confidence even
more. To me, the presentation
was not just about what I had
accomplished, but also about
the kind of leader I have
become.”
-Erik Anderson,
Cedar Rapids Prairie
In the early part of the student’s final semester in the program,
the Faculty Field Supervisor will meet with the student to
determine whether he or she has executed enough of the
Internship Plan to be given Permission to Present the Portfolio.
Faculty Field Supervisor notifies Educational Leadership Program
Administrative Assistant of the student’s readiness for
presentation.
Students will be determined ready to present their professional
portfolio when:
 The student has completed sufficient coursework
 The student has completed a sufficient portion of the FieldBased Internship
 The student has completed and uploaded completed Core
Values Papers/Projects
 The student has completed and uploaded the approved
Professional Growth Plan and Personal Wellness Plan
 Any Progress Monitoring concerns have been adequately
addressed and resolved.
When Permission to Present has been given, the student will begin assembling the experiences and
artifacts that he or she wants to display and discuss in the portfolio and subsequent presentation.
The student will submit the portfolio to the Educational Leadership office by the start of UNI Spring
Break so the student’s advisor and Faculty Field Supervisor have time to thoroughly review and
assess it using the rubric beginning on page 51. If deficiencies are found, the student may be asked
to make revisions before the presentation. Students will present their portfolios in the month of
April.
At the portfolio presentation, the student will deliver a 90-minute formal presentation similar to what
one might experience in a job interview. The first 30 minutes features a presentation that highlights the
student’s portfolio and internship experiences. The second 20-30 minutes features follow-up questions
from the Faculty Field Supervisor and advisor related to items in the portfolio, Core Value
Papers/Projects, specific experiences the student has had, or particular scenarios or dilemmas. Students
should be prepared to synthesize coursework, internship experiences, and ISSL to specify how he or she
might address specific dilemmas of practice.
Following the question and answer portion, the review team may ask the student to leave the room
briefly so they may discuss the presentation with mentor(s) or others present. Following this, the faculty
team will provide feedback to the student. During the final 15-20 minutes, the Faculty Field Supervisor
and advisor will ask the student for specific feedback for program improvement. Finally, students will
receive written feedback from the review team a few weeks after the presentation.
47
While the presentation is formal and professional, it is also intended to be a celebration of the student’s
accomplishments as an aspiring school leader. As such, we encourage the student to invite mentor(s),
spouse/significant others, friends, parents, and anyone else who has shared in the student’s growth and
development. The portfolio can be traditional (paper copies/artifacts in a binder) or electronic (webbased, on CD, or flash drive). If constructing an electronic portfolio, students should be in contact with
their advisor to ensure that the chosen format can be accessed by faculty members.
Previous students have organized their portfolios in one of two ways. In the first, students reflect on the
work he or she has completed related to each standard and identify an experience or two that
highlight(s) their work as a Visionary Leader, including artifacts, work products, etc. The portfolio and
subsequent presentation is then organized standard by standard.
The second option is to showcase how the student’s experiences exhibit Leadership of Learning, Service
and Change and, in turn, ISSL. Presentations of this type typically describe major projects in which the
student’s work immersed them deeply in all ISSL as well as the UNI Educational Leadership Core Values.
Most students utilize PowerPoint or similar presentation technology, although it is not required. This
framework allows the student to develop a presentation that meets program requirements, while still
showcasing his or her work in a way that reflects each person’s personal and professional style.
Questions should be directed to the advisor or Faculty Field Supervisor.
Portfolio Checklist
Regardless of the chosen format described above, the following items, in order, must be included in the
portfolio:







Table of Contents
Résumé
Final copies of the completed Core Values Papers/Projects
Professional Growth & Personal Wellness Plans (Developed in Seminar)
Final edition of the Field-Based Internship Plan
Four Semester Internship Evaluation Forms
ISSL Description and Reflection
 This reflection appears for each ISSL and includes the student’s reflection on the
meaning and significance of the particular standard, as well as the reasons for
selecting the artifact, experience, or activity as evidence of that standard. The artifact
itself is important but not as important as the student’s explanation of why he or she
has selected it. It is not necessary to include an artifact for each criterion within a
standard. Each standard is evaluated holistically. Therefore, chosen
artifacts/experiences must align to one or more criteria.
 Completed UNI Educational Leadership Conceptual Framework Template
 Using the template found on page 50, the student should identify experiences and
actions that demonstrate briefly summarize his/her philosophy of educational
leadership and describe actions that exemplify Leadership of Learning, Service and
Change.
The following may be included in the portfolio, but are not required:
o Professional honors, awards, reference letters, etc.
o Other relevant artifacts or information
48
UNI Educational Leadership Conceptual Framework Template
Enter text here. Box
can expand as
needed.
Philosophy of
Educational Leadership:
Enter text here. Box
can expand as
needed.
Enter text here. Box
can expand as
needed.
49
School Leadership Portfolio/Presentation Rubric
Name: _________________________________ Cohort: ___________
Reviewer: ______________________________
Date: _____________
This rubric and description specifies the requirements of the school leadership portfolio and presentation.
Portfolio Component
Included
Not Included
Comments
Table of Contents
Displays all required portfolio components
Resume
Resume is formatted for school leadership positions and
presents candidate professionally & appropriately
Core Values Papers/Projects
Completed Core Values Papers/Projects are included
Professional Growth Plan (Completed in Seminar)
Personal Wellness Plan (Completed in Seminar)
Final Internship Plan
4 Semester Internship Assessments
Completed assessments are included in the Portfolio
Artifact Descriptions/Reflections
Artifacts and their significance are described & reflected upon
UNI Conceptual Framework Template
Specifies actions consistent with Leader of Learning, Service, &
Change
Optional Components
 Professional honors/awards, reference letters, etc.
 Other relevant artifacts or information
50
Portfolio Rubric
Component
Well Developed
Developed
Emerging
Information
Information presented
provides exemplary and
unmistakable evidence of
how the standard/criterion
in question has been
addressed. Evidence, artifact,
description and/or reflection
is/are present and clearly
demonstrate deep
understanding and effective
action related to the
standard/criterion.
Information presented provides
sufficient evidence of how the
standard/criterion in question
has been addressed. Evidence,
artifact, description and/or
reflection is/are present and
clearly related and provide
complete evidence.
Information presented begins to
provide reasonable evidence of
how the standard/criterion in
question has been addressed.
Evidence, artifact, description
and/or reflection is/are present
and related but are not yet
complete.
Presentation
Quality
Information is presented in a
manner that reflects
exemplary professionalism,
preparation, and attention.
Information is presented in a
manner that reflects an
appropriate level of
professionalism, preparation, and
attention.
Information is presented in a
manner that is less than
professional quality.
51
Standard 1:
Well Developed
Developed
Emerging
Comments
Visionary Leadership
ISSL Description & Reflection
Evidence/Artifacts
a) In collaboration with others,
uses appropriate data to
establish rigorous, concrete
goals in the context of student
achievement and instructional
programs.
b) Uses research and/or best
practices in improving the
educational program.
c) Articulates and promotes high
expectations for teaching and
learning.
d) Aligns and implements the
educational programs, plans,
actions, and resources with
the district, vision and goals.
e) Provides leadership for major
initiatives and change efforts.
f) Communicates effectively to
various stakeholders regarding
progress with school
improvement plan goals.
52
Standard 2:
Well Developed
Developed
Emerging
Comments
Instructional Leadership
ISSL Description & Reflection
Evidence/Artifacts
a) Provides leadership for assessing, developing
and improving climate and culture.
b) Systematically and fairly recognizes and
celebrates accomplishments of staff and
students.
c) Provides leadership, encouragement,
opportunities and structure for staff to
continually design more effective teaching
and learning experiences for all students.
d) Monitors and evaluates the effectiveness of
curriculum, instruction and assessment.
e) Evaluates staff and provides ongoing
coaching for improvement.
f) Ensures staff members have professional
development that directly enhances their
performance and improves student learning.
g) Uses current research and theory about
effective schools and leadership to develop
and revise his/her professional growth plan.
h) Promotes collaboration with all
stakeholders.
i) Is easily accessible and approachable to all
stakeholders.
j) Is highly visible and engaged in the school
community.
k) Articulates the desired school culture and
shows evidence about how it is reinforced.
53
Standard 3:
Well Developed
Developed
Emerging
Comments
Organizational Leadership
ISSL Description & Reflection
Evidence/ Artifacts
a) Complies with state and
federal mandates and local
board policies.
b) Recruits, selects, inducts,
and retains staff to support
quality instruction.
c) Addresses current and
potential issues in a timely
manner.
d) Manages fiscal and physical
resources responsibly,
efficiently, and effectively.
e) Protects instructional time
by designing and managing
operational procedures to
maximize learning.
f) Communicates effectively
with both internal and
external audiences about
the operations of the
school.
54
Standard 4:
Well Developed
Developed
Emerging
Comments
Collaborative Leadership
ISSL Description & Reflection
Evidence/Artifacts
a) Engages family and
community by promoting
shared responsibility for
student learning and
support of the education
system.
b) Promotes and supports a
structure for family and
community involvement in
the education system.
c) Facilitates the connections
of students and families to
the health and social
services that support a
focus on learning.
d) Collaboratively establishes a
culture that welcomes and
honors families and
community and seeks ways
to engage them in student
learning.
55
Standard 5:
Well Developed
Developed
Emerging
Comments
Ethical Leadership
ISSL Description & Reflection
Evidence/Artifacts
a) Demonstrates ethical and
professional behavior.
b) Demonstrates values, beliefs,
and attitudes that inspire others
to higher levels of performance.
c) Fosters and maintains caring
professional relationships with
staff.
d) Demonstrates appreciation
for and sensitivity to diversity in
the school community.
e) Is respectful of divergent
opinions.
56
Standard 6:
Well Developed
Developed
Emerging
Comments
Political Leadership
ISSL Description & Reflection
Evidence/Artifacts
a) Collaborates with service
providers and other
decision-makers to improve
teaching and learning.
b) Advocates for the welfare of
all members of the learning
community.
c) Designs and implements
appropriate strategies to
reach desired goals.
57
Presentation Rubric
UNI Conceptual Framework Link
Well Developed
Developed
Emerging
Comments
In the presentation, the candidate
specifies, explains, describes,
demonstrates how his/her leadership
demonstrates his/her actions as a:
Leader of Learning
Leader of Service
Leader of Change
58
Presentation Component
Well Developed
Developed
Emerging
Comments
ProfessionalismAppropriate attire, poise, proper
speech, spelling, grammar, etc.
Presentation, Mode, and DeliveryDisplay, handouts, and technology
are effective & appropriate.
Presentation is well organized and
rehearsed and proceeds according
to time requirements.
59