PK-12 Principal/PK-12 Supervisor of Special Education Endorsement
Program Handbook
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
@UNIEdLead
UNI Ed Leadership
Educational Leadership
Principalship Program
Dear Aspiring Leader,
Thank you for selecting the University of Northern Iowa as a resource to grow your ability to inspire others to
dream more, learn more, do more and become more. UNI enjoys a rich history of developing educators who
serve in the classroom, administration and throughout the community.
From its founding in 1876 as the Iowa State Normal School, leadership in
“If your actions inspire
education is synonymous with UNI.
others to dream more, learn
more, do more and become
Your transformation from teacher educator to school leader will occur
more, you are a leader.”
throughout the program as you: 1) work with mentors; 2) seek role
models; 3) enhance communication skills; 4) identify strengths; 5) interact
-John Quincy Adams
with cohort members and faculty; 6) develop a leadership philosophy; 7)
examine beliefs, values and behaviors; 8) address issues of ethics and
fairness; 9) strengthen your own pedagogy; and 10) broaden your view of
education in multiple contexts. Along the way, you will establish lifelong friendships, grow professionally, build
your efficacy and expand your sphere of influence. You will learn from cohort members, mentors, faculty,
colleagues, research experts, and yourself. The Iowa Standards for School Leaders (ISSL) will frame your
experiences, curriculum and assessments. Not only will you learn these six standards that govern Iowa’s school
leaders and UNI Educational Leadership’s Core Values – you will live them.
As your Educational Leadership team, we strive to build relationships, continually seeking to improve ourselves
and provide high quality learning experiences. We are excited to share with you our passion for education, our
combined 120 years of experience as school leaders and our desire to impact the future of education. We will
help you touch the future through your leadership, passion for education and desire to serve. Welcome to an
incredible journey of Learning, Service and Change.
The UNI Educational Leadership Team
Carol Bean
Lew Finch
Tim Gilson
Kim Huckstadt
Loleta Montgomery
Nick Pace
Vickie Robinson
Denise Schares
Jere Vyverberg
Sue Alborn-Yilek
"Not only did I appreciate the relationships that were built
within the cohort and with the professors as I was going
through the program, I still utilize the resources I gained
after several years as an administrator. The relationships
I have with the professors to this day is something I value
immensely."
-Kristin Hicks,
Linn-Mar
508 Schindler Education Center • Cedar Falls, Iowa 50614-0604 • Phone: 319-273-2605 • Fax: 319-273-5175
Table of Contents
UNI Educational Leadership
Overview .......................................................................................................................... 1
Core Values ...................................................................................................................... 2
Iowa Standards for School Leaders ................................................................................... 3
The Path to School Leadership .......................................................................................... 4
Internship
Overview .......................................................................................................................... 5
Roles ............................................................................................................................... 6
Mentoring ........................................................................................................................ 10
Progress Monitoring & Notification of Concern ................................................................ 11
Stages of the Internship.................................................................................................... 13
Course-Embedded Internship ........................................................................................... 14
Field-Based Internship ...................................................................................................... 16
Internship Resources
Field-Based Internship Planning Worksheet ............................................................... 22
Sample Template for Saving Reflections for Later Submission .................................... 27
Field-Based Internship Reflection Example ................................................................. 28
Program-Required Internship Experiences.................................................................. 29
Program Required Internship Reflection Example (nonprofit/social service) ............... 30
Program Required Internship Reflection Example (business/industry) ........................ 31
Core Values Papers/Projects
Overview .......................................................................................................................... 32
Writing Rubric .................................................................................................................. 35
Tips for Effective Writing .................................................................................................. 36
Core Value Paper/Project Cover Page ............................................................................... 39
Portfolio & Comprehensive Presentation
Overview .......................................................................................................................... 40
UNI Ed Lead Core Values Template for Portfolio ............................................................... 42
Comprehensive Presentation Overview ............................................................................ 44
Comprehensive Presentation Rubric ................................................................................ 45
Links to Principalship Program Forms ............................................................................... 55
NOTE: Accessing and uploading UNI Principalship Program Forms requires the use of an email account
administered by Gmail.
UNI Educational Leadership Overview
Mission Statement:
The Educational Leadership faculty at the University of Northern Iowa nurture and develop
reflective Leaders of Learning, Service, and Change who positively impact student achievement
and school improvement.
Our team works hard to ensure that our mission statement is more than a slogan. We strive to live it every day. In
addition to acting in accordance with the Iowa Standards for School Leaders (ISSL), we hold that the most
effective school leaders also reflect our program’s Core Values, Leadership of Learning, Service, and Change. As
you move through the program, you will be immersed in these Core Values and see the connection to ISSL and
school leadership.
Leader of Learning – The leader is committed to
o
o
o
o
o
Continuous Improvement driven by relevant data
Effective use of technology
Cultural Responsivity and Appreciation of Diversity
Fostering culture of high expectations
Personal and professional growth of self, educators, and students
Leader of Service – The leader is committed to
o
o
o
Collaboration with stakeholders
Placing the needs of others before oneself
Modeling and reinforcing service that benefits others
Leader of Change – The leader is committed to
o
o
o
o
Continuous Improvement of the educational experience and process
Cultural Competency and an Appreciation of Diversity
Social Justice
Effective use of data and evidence
Our Core Values guide the way we work with aspiring school leaders, mentors and each other. The graphic on the
following page reflects the way we approach our work and can be seen in faculty members’ offices, in Schindler
Education Center, on our website and in practice.
“The UNI Principalship Program will definitely prepare you for life as a school
administrator. Faculty members regularly incorporate real issues and scenarios
into the courses they teach that are taken either from their own experience or
from practicing administrators. What truly sets the UNI experience apart from
other Ed Admin programs is the “Day in the Office” role-playing exercise held
each June. This authentic experience gives first-year students the opportunity to
test their administrative mettle in a 5-minute scenario with a local school
administrator taking on the role of a parent, teacher, or community member.
The DITO experience is one of many ways you’ll find yourself as one of the
#PreparedPanthers.”
-Dan Cox, Ph.D.,
Charles City
1
UNI Educational Leadership Core Values
2
3
The Path to School Leadership
You will move through the program as a member of a vibrant, supportive professional learning community and
will see why we’ve said for years that students don’t graduate from UNI Educational Leadership Programs; they
become members of the UNI Ed Leadership family.
The path features:
37 credit hours of coursework, aligned with ISSL
and UNI Ed Leadership Core Values 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 of a professional portfolio that
highlights your internship experiences as an
aspiring school leader
Celebrating and showcasing your growth
experiences with a formal, comprehensive
presentation
A Capstone experience near the end of the
program that demonstrates your 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
4
Internship Overview
"Vision without action is
merely a dream. Action
without vision just passes the
time. Vision with action can
change the world."
-Joel Barker
This quote captures the importance of the internship, which represents the
vital link between theory and practice for school leaders. You will complete
an extensive, 425-hour, collaboratively planned internship that is aligned
with ISSL, builds on coursework and reflects your unique goals and needs of
and school districts. You will be registered for a total of two credit hours of
internship at various times during the program. Practically speaking, the
internship experience is happening at all times during the program.
You will work with a school administrator who serves as your mentor, while
also receiving assistance from on-campus faculty members as well as UNI
Field Supervisors throughout the process. The internship is divided into
three components:
Course-Embedded Internship Experiences
These experiences are directly related to particular courses, aligned with ISSL and are assigned while you 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, the mentor, on-campus faculty, and Field
Supervisors. You and your 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 and
relate to the program’s Core Values of Leadership of Learning, Service, and Change.
Breakdown of Required Hours
You 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/Early Childhood (birth-5 yrs or up to grade 2)
• 50 hours Special Education
Students with Focus at Elementary Level:
• 85 hours Elementary
• 15 hours PreK /Early Childhood (birth-5 yrs or up to grade 2)
• 75 hours Secondary
• 50 hours Special Education
5
Recording of Hours and Experiences
You will record your internship experiences using the online Ed Leadership Student Management System (SMS).
This customized system allows you to identify the Iowa Standard for School Leaders (ISSL) and criterion related to
the experience, specify the role you played and reflect on what you learned. The system also automatically tracks
the hours completed as you record experiences. You will also receive electronic feedback on the quality of your
reflections. Instructions for using SMS will be provided separately.
Formative/Summative Evaluation of the Internship
At least once each semester, the Field Supervisor will arrange an on-site or virtual appointment with youyou’re
your mentor to discuss your internship experiences and performance. Using the evaluation instrument (found in
the Internship Resources section of this handbook), student, mentor, and field supervisor engage in a three-way
conversation focused on growth.
Individual Roles in the Internship
Students, mentors, 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.
6
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 Mentor Approval Form electronically by email to
uenforms@uni.edu or alliowaforms@uni.edu by October 1.
3.
Accepts the primary responsibility for cooperatively developing the Field-Based internship plan that is
acceptable to both the mentor and UNI Field Supervisor. Upon approval from the Field Supervisor, the
student:
•
Emails signed Internship Plan Approval Form to UNI Field Supervisor by December 1st of first
semester of study as an attachment;
•
Uploads the completed/approved Internship Plan
to Ed Leadership Principalship System.
“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 appropriate, professional manner.
6.
Completes Field-Based Internship reflections and the Internship Log in a timely and responsible manner
each semester.
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 and reflections submitted 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.
7
The 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 Field Supervisor directs student to upload copies of this approved internship plan and plan
approval form to the Ed Leadership Principalship System. Also directs student to send form to the UNI
Educational Leadership Office at uenforms@uni.edu or alliowaforms@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 student’s
formative assessment forms.
“The Field Supervisor shows
that UNI makes a serious
commitment to us.”
-Rob Arnold,
Benton Community
5.
Confirms that all necessary paperwork from mentor has been
received.
6.
Meets with student and mentor each semester to discuss Internship Assessment. In the early part of the
student’s final semester in the program, the 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 share the
comprehensive presentation. 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.
The UNI Principalship
Program prepared me for my
transition into school
leadership while, at the same
time, connecting me with
lifelong friends and
colleagues. I would do it all
again.”
-Erika Ramirez,
Des Moines
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 Field Supervisors and mentors
regarding advisees’/students’ progress on assignments, the
internship, and in the program and provide guidance, advice, and
assistance with all areas of the program as needed
The Mentor:
8
1. Assists the student in the development and implementation of the internship plan and initiates regular
growth-focused conversations related to the student’s progress.
2. Collaboratively develops and approves the internship plan with the student and Field Supervisor.
3. Provides supervised school leadership experiences as outlined in the internship plan, reviews reflections
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 and how the mentor can best
serve the mentee.
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.
"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."
-Matt Switzer,
Cedar Falls
8. Communicates with UNI Field Supervisor and/or campusbased 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 Information 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
9
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 counselor and guide. Like the first mentor, today’s
mentors assist with career and psychosocial functions. Mentors sponsor, coach, protect, challenge, serve as role
models, counselors, and affirmers. Thus, conversations between mentor and mentee vary in scope and purpose.
Examples 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 a pattern of pausing, paraphrasing and inquiring to open thinking, framing invitational questions to support
thinking such as “What might be some ways to…?” and “So you’re concerned about…” and “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
the standard for professionalism.
Action
Brainstorming ideas, co-planning, sharing and exchanging resource materials, noting challenges and generating
alternative ways to think about issues and concerns, and offering ideas and encouragement.
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
…” and “Keep in mind that…” or “Pay attention to when you…”
10
Progress Monitoring & Notification of Concern
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, self-awareness, strong
interpersonal skills, and ethics. Students must adhere closely to these principles, and specifically to those outlined
throughout 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.
Notification of Concern & Plan
The faculty member communicates the performance concern. At this time, the student has the opportunity to
respond and together the faculty member and student develop a plan to address the issue(s). These efforts are
recorded on the Notification of Concern. 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, field supervisor 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, the 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 and Provost’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 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/graduating, even
though coursework has been satisfactorily completed.
11
Notification of Concern
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
Stages of the Internship
12
Stage 1 – Preparing
 Complete the Contact Form with the student’s contact information and submit to the Department
and Field Supervisor by email at either uenforms@uni.edu or alliowaforms@uni.edu.
 Review the Mentor Responsibilities and approach the prospective mentor using the Mentor Approval
Template. Submit the completed Mentor Approval Form to either uenforms@uni.edu or
alliowaforms@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 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 Student Management System (SMS) using Word which will
allow you to copy and paste the experience and reflection. See page 27 for sample template.
 Begin recording experiences and reflections via Ed Leadership SMS.
 Monitor and adjust the Field-Based Internship Plan as necessary.
 Maintain needed communication with 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 SMS.
 Program-Required Internship Experiences may be completed at any point during the program and
recorded on Ed Leadership SMS.
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.
The Course-Embedded Internship
13
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
EDLEAD 6225 - Activities
Administration (elective)
Course-Embedded Internship Experience & ISSL
Stakeholder Dialogue Analysis (1f, 2h, 3f, 4a)
Principal-Superintendent Interview Summary (1a, 3f)
Joe Gentry Principal Evaluation (all ISSL)
Philosophy of Educational Leadership Paper/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)
Action Research/Leader of Change Project (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)
Application of Pico Elementary School Case & Bolman & Deal’s Four
Frames (all ISSL)
Leadership in Film Project (varies, all ISSL)
Day in the Office Role Play (all ISSL)
Leader of Service Reflective Paper (varies, all ISSL)
Impact of Poverty Simulation (3f, 4a, 4b, 5d)
Development of Professional Growth Plan (all ISSL)
Development of Personal Wellness Plan (all ISSL)
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)
Professional Learning Community Facilitation Project (2e, 2f, 2h, 2j, 2k,
5e, 6a)
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)
Action Research/Leader of Change Project (1a, 1b, 1f, 2a, 2d, 2e, 2f, 2g,
3f, 4a)
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)
AD’s Research Project (1f, 2h, 4a, 4d)
Article/Presentation Reflective Postings (1d, 2a, 3a, 3d, 4c, 5d, 6b)
14
EDLEAD 6235 – Community
Connections (elective)
EDLEAD 6284 – Evaluator Approval for
Improved Student Learning
EDLEAD 6249 – Leading Learning,
Teaching & Curriculum
EDLEAD 6240 – Technology for School
Leaders
Stakeholder Engagement Project (1f, 2h, 4a, 4d)
Article/Presentation Reflective Postings (1d, 2a, 3a, 3d, 4c, 5d, 6b)
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)
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)
Exploration of social media applications for schools (2c, 2e, 3d, 3e, 4a)
Examination of promising practices in tech-rich learning environments,
1:1 schools, etc. (2a, 2d, 3d, 3e)
Final project (varies, all ISSL)
“I could go on about all the amazing things the program offers, but I have
to say the leadership and support provided by the professors was the most
valuable. The professors go above and beyond in their efforts not only to
provide support and resources, but also to encourage and cheer you on
along the way. Their example of what a leader looks and acts like will stay
with me forever and play a role in all my decisions as a building leader.”
-Cassie Burback,
Muscatine
"Without a doubt, the strength of the UNI educational leadership
program is the faculty. They 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."
The Field-Based
Internship
-Matt Townsley,
Solon
15
You 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, you will record your work on SMS, summarizing your
role and reflecting on the learning taken from it. You 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 is a condensed version of the ISSL criterion. 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:
•
•
•
•
•
•
•
•
•
•
•
•
•
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
•
•
•
•
•
•
•
•
•
•
•
•
•
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
16
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:
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
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
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
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
17
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
18
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:
•
•
•
•
•
•
•
•
•
•
•
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
•
•
•
•
•
•
•
•
•
•
•
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
19
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
•
•
•
•
•
•
•
•
•
•
•
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
Standard 6: Political Leadership
20
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
“The internship hours in one’s own district prove the best opportunity to bridge
theory and practice. And serving many roles throughout the program allows
candidates to see the many aspects of the principal’s life. I was asked questions
that made me rethink observations I had made. Receiving comments from those
with experience in the field allowed me to see internship activities from other
angles not previously considered. They helped me transition into the role of
associate principal smoothly.”
-John Hawley
North Scott
21
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 and provides copy to 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
PREK-EC /Elem/Sec/Sp Ed
(Indicate Grade Level)
Approximate Hours
DESCRIPTION
Estimated
Completion Date
22
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
PREK /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
ISSL #3 – Organizational Leadership
23
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
ISSL #4 – Collaborative Leadership
PREK /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
DESCRIPTION
Estimated
Completion Date
DESCRIPTION
Estimated
Completion Date
Uses effective communication w/internal and
external audiences about school operations
Standard 4
4b
PREK /Elem/Sec/Sp Ed
(Indicate Grade Level)
Approximate Hours
ISSL #5 – Ethical Leadership
24
Standard 5
5a
5b
5c
Ethical Leadership
(Condensed Criteria)
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
PREK /Elem/Sec/Sp Ed
(Indicate Grade Level)
Approximate Hours
DESCRIPTION
Estimated
Completion Date
DESCRIPTION
Estimated
Completion Date
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
PREK /Elem/Sec/Sp Ed
(Indicate Grade Level)
Approximate Hours
25
Program-Required Internship Experiences
Program-Required
Experience
Location (school,
agency, business, &
contact people)
Description
Estimated Completion
Date
Full-Day Principal
Shadowing (8 hrs)
Non-profit/Social
Service Experience (4
hrs)
Business Internship
Experience (4 hrs)
"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
26
Sample Template for Saving Reflections for Later Submission to
Student Management System (SMS)
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.
NOTE: Do not submit more than five reflections at one time. Loleta Montgomery works hard to
review and provide thoughtful feedback on each and every submission. Her work becomes much
more difficult if multiple students submit ten, twenty or more reflections at a time.
SAMPLE TEMPLATE:
Project:
Date of Experience:
Time Spent:
Level:
ISSL Standards/Criteria Covered:
Summary of the experience:
Reflection:
"The internship reflections were an important part of the
principalship process because it gave us an opportunity to take a
deeper look into what we accomplished. The true gift was the
feedback we received from our professors whose experiences and
expertise allowed us to review, reflect and improve our performance.”
-Jeff Dieken,
Hudson
27
Field-Based Internship Reflection Example
28
Program-Required Internship Experiences
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 Core Values and the Iowa Standards for School Leaders (ISSL).
The most effective school leaders are those with great skill in building relationships with a broad range of
people and who interact comfortably across many settings and circumstances. Accordingly, 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. They are:
 Full-Day Principal Shadowing Experience: During the first year and a half of the program, you are
required to complete a full-day principal shadowing experience. For example, students who teach
in a small, rural high school should shadow a principal in an urban high school and vice versa.
Students needing assistance in finding a shadowing location should contact their mentor, Field
Supervisor and/or advisor for assistance. You may wish to utilize the School Administration
Manager (SAM) Time Analysis Tools
file:///C:/Users/pace/Downloads/Prin%20Shadowing%20Tools.pdf to focus your observations.
Students should contact their advisor for more information on the tools.
 Non-profit/Social Service Experience: You 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 centers, food banks, local law enforcement agencies, social service
agencies, etc.). This experience provides students a valuable opportunity to gain a new perspective
on the relationship between race/ethnicity, class, culture, sexual orientation, immigration status,
national origin, language, and socioeconomics, etc. and education.
These experiences are designed to expose students to new opportunities and experiences that are
out of their normal comfort zones. As such, the experiences should be those in which students are
not already involved.
 Business Internship Experience: You are required to complete four to six hours of internship
experience in a business setting. Consider the type of business that is of interest to you and/or
seems most relevant for your 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, etc.). Past examples have
included factories, sales, health care, financial services, transportation, retail, manufacturing,
construction, etc.
29
Program-Required Internship Reflection Example: Non-Profit/Social Service
30
Program-Required Internship Reflection Example: Business/Industry
31
Core Value Papers/Projects
The UNI Educational Leadership program is built upon four Core
Values—knowledge of self and developing and nurturing
reflective Leaders of Learning, Service and Change. Thus, at
various points during the program, you will be focused on these
core values. Core Value papers/projects provide you 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
“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
Procedure for Completing Core Values Papers/Projects
You 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, graduate school-level
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 you have received feedback and final approval of the Core Value paper/project, upload it to SMS.
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. You 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 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 that are not course texts.
The Philosophy of Educational Leadership paper should be
 Formatted to APA (6th Edition)
 4-6 double spaced pages in length
 Times New Roman 12 point font, double spaced
 1 inch margins on all four sides
 Include the sample title page in this handbook (p. 39)
32
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.
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.
• Students often draw upon work by DuFour, Leithwood, Marzano, Reeves, Elmore, Delpit and
Sergiovanni, among others.
The Leader of Learning paper/project should be






Formatted to APA (6th Edition)
8-12 double spaced 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.
Include the sample title page in the handbook (p. 39)
“Learning is like rowing
upstream: not to advance is to drop
back.”
-Chinese Proverb
Core Value: The Principal’s Role as a Leader of Service
The focus of EDLEAD 6289 - School Leadership Seminar is the principal as a Leader of Service. The paper 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 is
typically between 8 and 12 double-spaced pages. It should address the following:
•
•
•
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How do my experiences in EDLEAD 6289 – Seminar: School Leadership 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 my
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, Greenleaf and experiences in the
Seminar, among others.
The Leader of Service Paper should be:
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Highly personal and reflective
A maximum of twelve 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. 39)
“The first step in
leadership is servanthood.”
-John Maxwell
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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, PBIS implementation
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)
 No longer than 15 double spaced pages (contact instructor if your project requires additional
length)
 Times New Roman 12 point font, double spaced
 1 inch margins on all four sides
“How wonderful it is that
 APA 6th edition for citations, style, etc.
nobody need wait a single
 Use sample title page in the handbook (p. 39 )
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.
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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
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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.
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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: https://owl.english.purdue.edu/. This excellent resource
offers 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, and 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
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
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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.
 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.
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 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.
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(Core Value Paper/Project Cover Page)
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
39
The Portfolio & Comprehensive Presentation
The program provides two ways for you to showcase your authentic school leadership experiences—the
Portfolio and the Comprehensive Presentation. Both are described below.
Development of the school leadership portfolio will assist you 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 you need to know in order to highlight your
“The time spent considering
internship experiences in an engaging and professional manner.
what each artifact meant to
me boosted my confidence.
In the early part of your final semester in the program, the Field
The presentation was a
Supervisor will meet with you to determine whether you have
proud moment for me. I
executed enough of the Internship Plan to begin assembling your
portfolio.
was completely prepared
and as confident in myself
You will be determined ready to present their professional
as I had ever been.
portfolio when:
Presenting my experiences
to other leaders enhanced
 You have completed sufficient coursework;
my confidence even more.
 You have completed a sufficient portion of the Field-Based
To me, the presentation was
Internship;
not just about what I had
 Any Progress Monitoring concerns have been adequately
accomplished, but also
addressed and resolved.
about the kind of leader I
The portfolio should be available by the start of UNI Spring Break
have become.”
so the advisor and Field Supervisor have time to thoroughly review
and assess it using the rubric beginning on page 51. If deficiencies
-Erik Anderson,
are found, you may be asked to make revisions before the
Cedar Rapids Prairie
presentation.
Portfolio Checklist
The following components must be included in the portfolio:
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Table of Contents
Resumé
Final copies of the completed Core Values Papers/Projects
Professional Growth & Personal Wellness Plans
Final edition of the Field-Based Internship Plan
Four Semester Internship Evaluation Forms
ISSL Summary and Reflection:
• ISSL Summary: Summarize your specific role related to the artifact/s shared. What
specifically did you do? Keep in mind that every experience does not generate an
artifact. For example, if a student led the technology committee, we would expect to
see artifacts reflecting that work. On the other hand, developing a collaborative
relationship with a difficult student or family is being highlighted, it may not be feasible
to share an artifact.
40
•
ISSL Reflection: For each ISSL, summarize your thoughts on the essence, meaning and
significance of the standard—usually three to five paragraphs per standard—and how
your work demonstrates your understanding of the standard and its importance.
 Completed UNI Educational Leadership Core Values Template
• Using the template found on page 49, identify experiences and actions that
demonstrate briefly summarize your 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
“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
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UNI Educational Leadership Core Values Template
ISSL provide the the foundation for the UNI Principalship Program. With the standards in place,
specify the key components of your philosophy of educational leadership. Finally, use bullets to
identify the perspectives, approaches and styles you employ as a Leader of Learning, Service and
Change.
My Role as
My Role as
My Role as
Leader of Learning:
Leader of Service:
Leader of Change:
Key Components of My Philosophy of Educational Leadership:
Iowa Standards for School Leadership
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Sample Core Values Template, Completed by a Student
ISSL provide the the foundation for the UNI Principalship Program. With the standards in place,
specify the key components of your philosophy of educational leadership. Finally, use bullets to
identify the perspectives, approaches and styles you employ as a Leader of Learning, Service and
Change.
My Role as
My Role as
My Role as
Leader of Learning:
Leader of Service:
Leader of Change:
- leading by example
- work ethic
- sense of mission
- growth mindset
- team over self
- passion & energy
- stewardship
- patience & empathy
Key Components of My Philosophy of Educational Leadership:
- lessons learned from parents & family
- education is a calling
- passionate desire to empower others
Iowa Standards for School Leadership
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The Comprehensive Presentation
The Comprehensive Presentation is a formal presentation during which you present highlights of your
internship experiences. It also provides an opportunity to prepare for interviews in a professional
setting. Thus, you are responsible for technology, copies, hospitality and any other arrangements. The
format is as follows:
•
First 30 minutes:
 Overview your path toward leadership (key influences, memorable
internship/course/learning experiences, ways in which you have grown, changed,
etc. You must also specify the ways in which your experiences have demonstrated
UNI Educational Leadership’s Core Values of Learning, Service and Change and a
thorough understanding of ISSL.
•
Second 30 minutes:
 Respond to questions from Field Supervisor and Advisor related to items in the
portfolio, parts of the presentation, etc.
•
Final 15 minutes:
 Provide program feedback to Field Supervisor and Advisor
While the presentation is formal and professional, it is also intended to be a celebration of your
accomplishments as an aspiring school leader. As such, we encourage you to invite mentor(s),
spouse/significant others, friends, parents, and anyone else who has shared in your growth,
development and success.
The most successful portfolio presentations are those in which students address the required
components in ways that fit their personalities, styles and perspectives. As a result, many choose to
organize their presentations around themes that are important to them. Examples include:
•
Mountain climbing, triathlons, music, art, literature, sports, food, famous quotes, figures
from history, different leadership roles (the many “hats” principals wear, etc.)
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Portfolio/Comprehensive Presentation Rubric
Name: _________________________________ Cohort: ___________
Reviewer: ______________________________
Date: _____________
This rubric and description specifies the requirements of the portfolio and comprehensive 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
45
Portfolio/Comprehensive Presentation 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.
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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.
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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.
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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.
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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.
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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.
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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.
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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
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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.
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Links to UNI Principalship Program Forms
This document contains links to essential forms for the UNI Principalship Program. Accessing the forms
requires the use a UNI (Gmail) account or a personal Gmail account.
Student Contact Information Template
(due semester #1 & any time changes occur)
Mentor Approval Template
(due semester #1 & any time changes occur)
Mentor Contract
(due each semester)
Use this template to provide your contact information to the Educational Leadership
Office. Click on the link above and read the instructions at the top of the screen.
Use this template to provide information about your mentor to the Educational
Leadership Office. Click on the link above and read the instructions at the top of the
screen.
This link allows you to access a downloadable Word Document. Once downloaded,
assist your mentor in signing, scanning and emailing to the UNI Educational Leadership
Office using the address provided at the bottom of the form.
Field-Based Internship Planning Worksheet - Word Version
Field-Based Internship Planning Worksheet - Google Docs Version
(due semester #1 & any time changes occur)
This link provides access to the Field-Based Internship Planning Worksheet that you and
your mentor will use to plan your field-based internship experiences. Upon approval
from the field supervisor, it is uploaded to SMS and shared with your field supervisor.
Internship Skill Assessment
(due near the end of each semester)
This link allows you to access a downloadable Internship Skill Assessment in Word. Once
downloaded, you and your mentor may complete the assessment. Instructions for
completing the assessment appear at the top document, as well as instructions for
sending it to the UNI Educational Leadership Office using the address provided.
UNI Ed Lead Core Values Template for Portfolio (complete & use in portfolio)
This link allows you to share how your work reflects UNI’s Core Values of Leadership of Learning,
Service and Change. Fill in the boxes and include in your portfolio.
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