DEPARTMENT OF EDUCATION and SPECIAL EDUCATION
LONGWOOD UNIVERSITY
FARMVILLE, VA 23909
EDUC 690
Internship in Educational Leadership I, K-12
EDUCATION 690: EDUCATIONAL LEADERSHIP FIELD EXPERIENCE
Instructor:
Office:
Telephone:
Email:
The purpose of educational leadership is to set direction, develop people and redesign the
organization. It is well recognized that the demands of the present and the future require excellence of
all educational leadership personnel. We are committed toward achieving this goal through the
competencies and professionalism required in the internship. It is the purpose of this syllabus to guide
candidates during the administrative/supervisory fieldwork.
COURSE DESCRIPTION:
This capstone course is designed to provide a cumulative internship activities in Educational
Leadership in K-12 (Elementary, and Secondary) and Central Office settings. Candidates are expected to
participate in problem solving and decision-making processes and to reinforce knowledge gained from
the theoretical study. These two semesters of internship are designed to provide a cumulative practical
application of Performance Standards in Educational Leadership. . The activities the candidates engage
in target the development of an educational leader who displays instructional leadership and effective
management as reflected in the program standards set forth the by the Educational Leadership
Constituent Council (ELCC) and the Interstate School Leaders Licensure Consortium (ISLLC) of the Council
of Chief State School Officers.
Education 690 is a supervised six (6) credit continuously enrolled internship experience. Interns will
continuously enroll in either of the two following examples; interns are to register for three (3) credits in
a Spring semester immediately followed by registering for three (3) credits in the Summer, or register
for three (3) credits in the Summer semester immediately followed by registering for three (3) credits in
the Fall semester. Candidates must complete 320 supervised hours in approved sites. Candidates must
complete a minimum of 120 clock hours (from the total of 320 internship clock hours) in experiences
that support the planning and development of an activitiy or activities which impacts student learning
and achievement. Candidates must submit a written proposal describing the 120 hours of their
internship which will be linked to improved student learning that has been jointly developed with their
site supervisors, the candidate and the university supervisor.
The internship will occur in diverse settings. The candidate will have an internship that includes
significant time assigned to an elementary, middle and high school site, the school division central
office, and in a community agency that provides support to public school students. Evidence of
involvement with special needs, multicultural, disadvantaged, and other populations both within schools
and in public and or private settings is required. This culminating experience extends the coordination
of field based experiences provided throughout the candidate’s entire program.
INTERNSHIP COURSE OBJECTIVES:
To enhance the delivery of quality education, it is suggested that administrators/ supervisors
perform at least five major functions, each requiring specific areas of competence. These functions are:
1.
2.
3.
4.
5.
to participate in establishing goals and policies.
to direct the development of programs designed to achieve the goals and purposes.
to coordinate program planning and implementation.
to manage resources necessary to support the organization and its programs.
to evaluate the effectiveness and efficiency by which these functions are being achieved.
The internship program is built around the performance standards designed to promote the success
of all Educational Leadership interns by:
1. facilitating the development, articulation, implementation, and stewardship of a vision of
learning that is shared and supported by the school community. ELCC 1.0
2. advocating, nurturing, and sustaining a school culture and instructional program conducive to
student learning and staff professional growth. ELCC 2.0
3. ensuring management of the organization, operations, and resources for a safe, efficient and
effective learning environment. ELCC 3.0
4. collaborating with families and community members, responding to diverse community
interests and needs, and mobilizing community resources. ELCC 4.0
5. acting with integrity, fairness, and in an ethical manner. ELCC 5.0
6. understanding, responding to, and influencing the larger political social, economic, legal, and
cultural context. ELCC 6.0
CONCEPTUAL FRAMEWORK:
It is the intent of the Educational Leadership program to prepare administrators and supervisors
to function effectively in various roles in the schools, including assisting and empowering
teachers to be reflective leaders.
I.
II.
III.
Content Knowledge
Planning
Learning Climate
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IV.
V.
VI.
VII.
VIII.
IX.
Implementation and Management
Evaluation/Assessment
Communications
Technology
Diversity
Professional Disposition
COURSE REQUIREMENTS:
PERFORMANCE STANDARDS
I. Required Competencies: Candidates must respond to each of the fourteen competencies with
activities reflected in elementary, middle schools, high school, central office, and non-school sites.
Interns are to demonstrate Competencies by engaging in activities and task in the following areas:
1.
2.
3.
4.
5.
curriculum development (CF I Content Knowledge, IX Professional Disposition)
pupil/program assessment (CF V Evaluation/Assessment, IX Professional Disposition)
fiscal management (CF IV Implementation and Management, IX Professional Disposition)
professional staff development (CF VI Communications, IX Professional Disposition)
instructional assistance (CF III Learning Climate, IV Implementation and Management, IX
Professional Disposition)
6. student/guidance services (CF V Evaluation/Assessment, IX Professional Disposition)
7. non-instructional and auxiliary services (CF IX Professional Disposition)
8. educational facilities operation and maintenance (CF IX Professional Disposition)
9. school-community relations (CF VI Communications, IX Professional Disposition)
10. political/legal considerations (CF III Learning Climate, IX Professional Disposition)
11. long range planning (CF II Planning, IX Professional Disposition)
12. technology and information systems (CF VII Technology, IX Professional Disposition)
13. multicultural education (CF VIII Diversity, IX Professional Disposition)
14. exceptional learner (CF II Planning, CF V Evaluation/Assessment, VIII Diversity, IX
Professional Disposition)
II. Required Performance Standards: Candidates complete and reflect on the following performance
standards. Each standard provides an activity or reflection that is to be completed by the intern and
shared with the supervisor in the candidate’s portfolio. Competency areas previously listed are to be
incorporated into the Performance Standards activities.
Standard 1.0: In the internship, candidates demonstrate that they are educational leaders who
have the knowledge and ability to promote the success of all students by facilitating the
development, articulation, implementation, and stewardship of a school or school division
vision of learning supported by the school community. The candidate must:
Performance Evidence:
1.1 Develop a vision
1.1 a. Meet with teachers to critically collaborate on how multiple perspectives can help them
analyze their beliefs about the purpose of public education and their role in
developing a school vision that addresses their students who differ in many ways
(i.e., SES, race, ethnicity, background, gender, learning needs, personal and/or family
lifestyles).
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1.1 b. Lead a faculty/staff discussion to determine collective understanding of the school
mission and vision. Subsequently, serve as a group facilitator to review, revise, and
update the strategic plan to make certain it appropriately and adequately reflects the
culture and the values of the school. Document in a reflective journal entry.
1.2 Articulate a vision
1.2 a. Using a variety of assessment techniques collect data for a targeted problem within the
school of the internship, and considering legal, social, and political constraints, including
examination of student work, that yields individual, class, grade level and school level data as a
foundation for identifying existing competencies and targets areas in need of further attention.
Describe how the data show that practices are out of alignment with the stated vision of the
school. 1.3 Implement a vision
1.3 a. Explain specific initiatives needed to achieve the school’s vision based on
interpretations made during the analysis of school data, including examination of student work,
that yields individual, class, grade level and school level data as a foundation for identifying
existing competencies and targets areas in need of further attention.
1.4 Steward a vision
1.4 a. Plan for ongoing assessment by describing procedures for the collection and analysis of
data and appropriate refinement of the school’s improvement plan.
1.5 Promote community involvement
1.5 a. Conduct meetings with parents and school community members that communicate and
motivate involvement in the school’s vision.
B. Standard 2.0: Candidates who complete the program are educational leaders who
have the knowledge and ability to promote the success of all students by promoting a positive
school culture, providing an effective instructional program, applying best practice to student
learning, and designing comprehensive professional growth plans for staff. To demonstrate this
standard the candidate must:
Performance Evidence:
2.1 Promote positive culture
2.1 a. Identify and plan for recognition of innovative teaching techniques within the school.
2.1 b. Observe teachers at the elementary and secondary levels. Journal the observed
teaching behaviors and classroom management skills.
2. 1 c. Develop a document that systematically explores the classroom and behavioral
management strategies implemented by teachers and the school leader.
2.1 d. Observe teachers and journal how technology is used in instruction.
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2.2 Provide effective instructional program
2.2 a. Assist teachers to change their teaching by acting as a collaborator and instructional
leader and demonstrating effective adult learning models. Collaborate with teachers and staff
to align curriculum, instruction, and assessment to achieve high academic at the school and
division level.
2.2 b. Prepare an agenda in collaboration with your mentor and serve as the facilitator for a
faculty meeting.
2. 2 c. Observe a novice teacher (or a veteran teacher who is facing challenges in teaching
effectiveness). Also observe a “master teacher”. Provide the school principal a written report
with specific suggestions and commendations.
2.3 Apply best practice to student learning
2.3 a. Include application of best practices and principles of adult learning approaches and
strategies to the staff development activities planned for the school.
2.3 b. Observe either a special education, talented and gifted (TAG), physical education,
art, music, English as a second language (ESL) teacher or library media specialist.
Journal the observed teaching behaviors and classroom management skills. Journal on links
that each program provides to support academic programs and student achievement.
2.3 c. Shadow a counselor for an entire day. Write a journal entry discussing the types of
advising, counseling, and guidance services provided by the school.
2.3 d. Lead a team in a demographic study of the students at a given grade level; then
design curricular plans for varied teaching and learning styles and specific student
needs based on gender, ethnicity, culture, social class, and expectations. After working
with the guidance office and the school principal, use the appropriate software to
schedule classes. Then prepare a plan for staffing, scheduling and grouping and
explain how the plan relates to instruction.
2.3 e. Journal examples of how technology is used effectively (or ineffectively) for
communicating with faculty and staff for tracking students’ absences and discipline.
2.4 Design comprehensive professional growth plans
2.4 a. Describe the steps taken to form a representative school professional development
committee and plan for experiences that will build committee teamwork and educate
committee members about their roles and responsibilities.
2.4 b. Lead a parents’ advisory meeting to secure community input about the educational
curriculums needed for attaining state standards, or lead a school level curriculum
development/review committee meeting
2.4 c. Participate in a counseling session under the supervision of an experienced counselor to
assist students with short term and long term planning. Seek feedback on counseling
effectiveness and record in the journal.
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Standard 3.0: Candidates who complete the program are educational leaders who have the
knowledge and ability to promote the success of all students by managing the organization,
operations, and resources in a way that promotes a safe, efficient, and effective learning
environment. Candidates will demonstrate the standard in the intership by:
Performance Evidence:
3.1 Manage the organization
3.1 a. collaboratively develop a plan of action including activities and strategies appropriate
for the needs and culture of the school identified.
3.1 b.
3.1 c. Write a reflection on the principal’s role in the special education process.
3.2 Manage operations
3.2 a. Identify resources available (including personal , supplies, space and time) and
establish a time line to accomplish implementation of a plan (i.e., a staff development
program).
3.2 b. Supervise at least one social, one athletic, one cultural and one scholastic event.
Journal findings and suggest (if any) ways in which each can be better managed.
3.2 c. Analyze policies, procedures, and physical plant regarding school safety and student
well-being.
Write a summary indicating the adequacy or inadequacy of the policies and plant. (i.e.
are evacuation plans clear? Are they posted? Are hallways safe? Is the building
appropriately secured? etc.)
3.3 Manage resources
3.3 b. Collaboratively discuss and plan the school budget development process. Consider
how representation will be determined, the method of prioritizing needs
and how recommendations will be made.
3.3 c. Analyze the school budget and explain how specific allocation supports the school
improvement plan.
Standard 4.0: Candidates who complete the program are educational leaders who have the
knowledge and ability to promote the success of all students by collaborating with families and
other community members, responding to diverse community interests and needs, and
mobilizing community resources. Candidates will during the internship:
Performance Evidence:
4.1 Collaborate with families and other community members
4.1 a. Involve family and school community members in appropriate school policies,
procedures, programs and assessment processes.
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4.2 Respond to community interests and needs
4.2 a. Collaboratively plan an appropriate initiative that results from school groups
representing the diverse needs of the school community.
4.3 Mobilize community resources
4.3 a. Develop a plan for school-community interaction (i.e., partnerships, resource exchanges
with social service agencies.).
4. 3 b. Participate in parent conference focusing on student achievement. Collaborate
with the parent(s) as two different sets of adults in mutual agreement about ways in
which to enhance student progress. Record the specifics of the problem, explain the
conferencing strategies used and comment on what was learned from the process.
4.3. d. Collaborate with personnel in the Department of Mental Health, Mental Retardation,
and Substance Abuse (for example, Crossroads), a public health facility, and a social services
office. After consultation with personnel in these agencies about ways in which public services
can be integrated with the school curriculum, outline a plan for improving the alignment of
available services with the school guidance and instructional offerings.
Standard 5.0: Candidates who complete the program are educational leaders who have the
knowledge and ability to promote the success of all students by acting with integrity, fairly, and
in an ethical manner. Candidates will:
Performance Evidence:
5.1 Act with integrity
5.1 a. Form a planning group that is sensitive to and representative of the diversity of the
school community
5.2 Act fairly
5.2 a. Demonstrate confidentiality, impartiality and fairness regarding sensitive student and
staff issues
5.3 Act ethically
5.3 a. Validate a decision made regarding a student, staff, or school issue based on ethical
Principles.
Standard 6.0: Candidates who complete the program are educational leaders who have the
knowledge and ability to promote the success of all students by understanding, responding to,
and influencing the larger political, social, economic, legal, and cultural contexts. Candidates
will:
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Performance Evidence:
6.1 Understand the larger context
6.1 a. Explain how inclusion for all students in the context of public education in a
democracy can be implemented in a school that practices ability grouping/tracking
6.2 Respond to the larger community
6.2 a Plan and communicate appropriate initiatives that result from data received from
parents and the school community (i.e., meetings, surveys)
6.2 b. Disaggregate data by subgroups from state assessments. Based upon available
data and current issues and trends, prepare a presentation to address learning
differences, diversity, ethnic consideration.
6.3 Influence the larger community
6.3 a. Develop the steps taken to facilitate a parent and community group toward a
school initiative that might not be favorably received (i.e., block scheduling, uniforms)
6.3 b. Interview a school board member and a member of the Board of Supervisors.
State at least five questions used, and responses given, in the interview to determine
their different and/or common perspectives on relevant issues in public education.
ROLES AND RESPONSIBILITIES OF INTERNS AND SUPPORT TEAM
Site Supervisor:
The supervisor provides leadership in developing the climate that makes success possible for the
Candidate. The Supervisor is the school and/or school division representative, an "arm" of the University
and a member of a team endeavoring to make the field experience a valuable part of educational
leadership preparation. Supervisors should have at minimum two (2) years of experience in their
position in order to serve as an administrative internship mentor. Typical activities and responsibilities
include, but are not limited to the following areas:
1. providing leadership for the induction of the Intern, making sure the internship is fully
understood by the Board of Education, central administration, school faculty, auxiliary
personnel, and students;
2. supervising and directing the Intern's experience with guidance from the University Supervisor;
3. supervising and directing the internship activities;
4. delegating significant responsibilities to the Candidate as outlined in syllabus;
5. providing experiences for the Intern to observe and experience all aspects of the Supervisor's
position;
6. providing learning experiences about diversity, exceptionalities and inclusion and their impact
on learning;
7. providing feedback to the candidate; (Daily feedback and feedback on activities are strongly
encouraged);
8. hosting meetings with the University Supervisor during the semesters, planned and conducted
by the candidate with input from the Supervisor to reflect on intern experiences;
9. providing feedback at the end of the semester using the forms provided in this manual;
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10. communicating with the University Supervisor as necessary to address any concerns, problems,
or ideas related to the program;
11. serving as an advocate for the candidate when the Intern is ready to secure an administrative
position.
University Supervisor
The University Supervisor supervises the internship for the College of Education. The University
Supervisor in cooperation with the Site Supervisor will assume the final responsibility for evaluation of
the internship. Activities for the University Supervisor include, but are not limited to the following areas:
1. serving as Advisor to the Intern;
2. attend meetings with the Site Supervisor at the internship site;
3. providing input for, and approval of, the Internship Plan; including the proposal for 120 hours
for the plan for improvement of teaching and learning.
4. meet with intern and site supervisor (s) at least twice during internship period (either via telephone,
email, face-to-face)
5. communicating with the Intern and site supervisor as needed;
6. providing both formative and summative feedback and an internship grade to the Candidate;
8. conducting on-site observations;
9. reviewing the Intern's Internship Log;
10. meeting and conferring with the Candidate;
11. attending informational meetings as necessary;
12. Conduct reflection seminars involving in which Candidates share, discuss and analyze experiences.
Candidates
The Candidate will:
1. review this syllabus and all other publications regarding the internship. Provide the site supervisor
with a copy of the syllabus.
2. submit a written proposal for the internship as previously described. Meet with the university
supervisor on the development of the internship proposal and the course requirements.
3. Schedule a meeting as early as possible with the site supervisor. Together, outline time lines and
activities. Identify the experiences that will address the standards described in the manual.
4. complete a practical experience of 320 clock hours. One hundred twenty (120) hours
will represent activities that will impact student learning and achievement.
5. maintain a reflective journal of activities (including a log of time but not a mere chronology of tasks)
of Performance Standards. The journal must be electronically submitted and include the intern’s
reactions and reflections about the tasks undertaken. Entries should be concise but thoughtful. This
journal is to be reviewed by the university supervisor at the end of each 50 hours. Each reflection must
be cross referenced to the corresponding Performance Standards and Competencies.
6. provide specific evidence of each Performance Standards and Competency and proficiency met.
7. attend three Internship Seminars during the course.
8. schedule a meeting with site supervisor(s), school superintendent and Longwood University
Supervisor in the school district prior to the initiation of internship.
9. secure appropriate signatures to begin the internship after the university supervisor has
approved the proposal.
10. meet at least once per semester with the intern’s school site supervisor and the Longwood
professor at the school site.
11. meet with the university professor as needed to assess the overall quality of the internship and
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discuss any areas which need attention.
12. send the signature of completion sheet and the evaluation forms to the university supervisor
upon completion of the internship.
INTERNSHIP HOURS:
Interns must complete 320 clock hours of leadership and supervision. The clock hours are to be
logged on the Activity Sheet located in the Internship Manual. Interns should submit their documented
hours in fifty hour intervals. Interns must submit logs and journals to the university supervisor for review
and each log must be signed by the mentor(s) before it is sent to the university supervisor. Candidates
are also encouraged to have their mentors review their journals as part of their formative assessment
and implementation of their proposal.
It is in the interest of candidates not to have a narrow experience or a superficial one. In order to
meet the varied expectations of the internship, (with the exception of the 120 hours devoted to student
learning) no more than eight (8) hours should be logged for a single activity. It is also important that
candidates take every opportunity to demonstrate leadership skills. Candidates must demonstrate a
seriousness of purpose and an eagerness for accomplishing assignments and tasks. All assignments and
requirements must be finished in a timely manner. It is important that the candidates be well organized
and have the ability to manage their time in order to accomplish the varied assignments. At all times
candidates should conduct themselves as professionals. Candidates will have to take the initiative in
requesting assignments that accomplish the objectives of the internship. In other words, candidates
should go about their work without being disruptive or unnecessarily intrusive. However, candidates
should not hesitate asking for advice or counsel from either the internship mentor or the university
supervisor.
INTERN PROCEDURES
Using the format in appendix A, each candidate who desires an internship must submit a preliminary
proposal to the university supervisor for initial approval. The proposal must thoroughly describe how
the specified areas of competencies and proficiencies as listed under the Performance Standards.
Finally, a time table is to be included showing when the internship will begin and conclude on how the
internship will culminate with a minimum of 320 hours. Candidates must complete a minimum of 120
clock hours (from the total of 320 internship clock hours) in experiences that support the planning and
development of an activity or activities which impacts student learning and achievement. Candidates
must submit a written proposal describing the 120 hours of their internship which will be linked to
improved student learning that has been jointly developed with their site supervisors, the candidate and
the university supervisor.
Collaborative concentration in student learning could include but are not limited to:
 Conduct a program review of a special curriculum program by interviewing students and
teachers who participate in the program. Develop and implement an action plan for
evaluating the effectiveness of the program in improving student achievement.
 Evaluate the instructional resources center at the system and school level. How are
services coordinated, evaluated, improved to enhance student achievement? How are
available instructional resources analyzed and assigned to ensure utilization in the most
cost-effective and equitable manner to enhance student outcomes throughout the
district?
Collaboratively plan and implement strategies for improving the availability of resources to
the students.
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
Explain how the core curriculum is enhanced by district level administrators who then
design and deliver it to diverse school communities. What monitoring systems are in
place to determine its effectiveness in improving student achievement? Describe the
methods or procedures that are in place which demonstrate the district’s understanding
of how curricular alignment ensures improved student performance and higher order
thinking. Explain how the district communicates the role of student assessment in the
planning of curriculum and classroom instruction. How are student testing/assessment
results interpreted and utilized to improve learning?

Trace the development of a curriculum area. Describe how curriculum planning and
futures methods are used to anticipate occupational trends and their educational
implication for lifelong learners. Work with the faculty and staff to collaborative
strategically plan a time line for implementing changes into the curriculum that impact
the students.
In analyzing current curricular offerings, describe what developmentally appropriate
curriculum and instructional practices are in place at the various levels of learning. With
the faculty collaborative identify how cognitive development and learning theories are
applied to the sequencing of instruction. Monitor and report on any changes to the
curricula and the outcome on student learning. Document how academic rigor and
excellence are communicated by district level administrators to faculty, staff and
students. Prepare and present a plan for staffing, scheduling, and grouping in a school
setting, and explain how this plan will impact teaching and learning in the school.

The written proposal for the 120 hours of impact on student learning should be attached to Appendix A.
After the written proposal has been approved by all concerned, including the university supervisor,
interns will then be required to maintain accurate and complete logs (appendix C) and reflective
journals (appendix D) of their internship experiences. The logs, signed by the appropriate site
supervisor, and reflective journals will be turned into the university professor at the end of each 50
hours of internship. All interns are to remember that some information acquired at school may be
confidential and privileged. Therefore, such information is to be handled with the utmost discretion;
thus, no actual names should be used when making journal entries.
Interns must remember that their tasks must be administrative/supervisory in nature. Routine teacher
expectations and assignments may not be counted as intern hours.
The internship will be completed during the spring and summer semesters or the summer and fall
semesters. Therefore, in developing a proposal for the university supervisor, the intern needs to explain
which experiences will take place during the school year and which ones will take place during which
semester.
RECORD KEEPING
1.
Submit an electronic (word processing software) written proposal with a time line or calendar chart
for the internship as described above.
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2.
Secure appropriate signatures to begin the internship after the university supervisor has approved
the proposal.
3.
Maintain an electronic reflective journal of activities (not a mere chronology of tasks). The journal
must be developed using a word processing format and give the intern’s reactions and reflections
about the tasks undertaken. Entries should be concise but thoughtful. This journal is to be
reviewed by the university supervisor at the end of each 50 hours. In addition, interns must
address each Performance Standard and provide evidence each of the bolded assignments. Each
reflection and performance evidence must be cross referenced to the corresponding numerical
performance standard and competency.
4.
Keep a log of time distribution. An internship log is to be sent to the university supervisor at
The end of each 50 hours of internship.
Submit a paper describing the completion of the 120 hours of the internship which were dedicated
to student learning. The paper should not be more than 12 pages double space and should indicate
the data driven decisions and the collaboration needed to influence the learning process.
5.
6.
Meet with the university supervisor as needed to assess the overall quality of the internship
and discuss any areas which need attention.
7. Send the signature of completion (appendix E) sheet and the evaluation forms (Appendix F) to the
university supervisor upon completion of the internship.
RUBRIC FOR FIELD EXPERIENCES
GRADING RUBRIC
Rating
Indicator
A) Standard 1.0
Competency: Long
Range Planning
B) Standard 1.0
Competency:
Technology and
Informational
System
F
Indicator Not
Demonstrated
a. Candidate does
not hold
faculty/staff
meeting to
discuss mission
and vision
statements or
review the
schools’ strategic
plan.
a. Candidate does
not make a video
or write a self
critique
B
Indicator
Demonstrated
a. Candidate leads
faculty/staff
meeting but lack
documentation
regarding mission
and vision
statements and
review or update
of school’s
strategic plan.
a. Candidate
makes a 10-15
video but does not
write a thorough
self critique
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A
Indicator on Target
a. Candidate leads a
faculty/staff discussion to
determine collective
understanding of mission
and vision.
b. Serve as a group
facilitator to review,
revise and update
schools’ strategic plan.
a. Candidate makes a 1015 minute video in which
group dynamics are the
focus. Write a self critique
of strengths/weaknesses/
implications of observed
verbal and non-verbal
communication skills
Grade
C) Standard 1.0
Competency: Pupil
Program
Assessment
D) Standard 1.0
Competency:
Professional
Development
E) Standard 1.0
Competency:
Professional
Development
F) Standard 2.0
Competency:
Curriculum
Development
G) Standard 2.0
Competency:
Instructional
Assistance,
Technology and
Informational
Systems
H) Standard 2.0
Competency: Pupil
Program
a. Candidate is
unable to develop
a survey to collect
information
related to school
improvement
a. Candidate
designs a survey
form based to
collect information
related to a school
improvement plan.
a. Candidate does
not develop an
agenda for the
meeting or write
a critique
a. Candidate
prepares an
agenda and
facilitates the
meeting but does
not write a
thorough critique
of the meeting.
a. Candidate
designs survey and
administers survey
but does not
compile the
results.
a. Candidate does
not design a
survey
a. Candidate does
not lead a
parents’ advisory
meeting
a. Candidate leads
a parents’ advisory
meeting but lacks
an agenda and
review summary
a. Candidate
observes only a
beginning or a
“masters” teacher
and does not
provide written
suggestions or
commendations
a. Candidate
observes students
but does not
write a journal
a. Candidate
observes a
beginning and
“masters” teacher
but does not
prepare a written
suggestions or
commendations
a. Candidate
observes students
in at elementary
and secondary
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a. Candidate designs a
research-based survey
form to collect
information from the
school and community
related to a school
improvement plan
a. Candidate prepares an
agenda and serves a
facilitator for a faculty
meeting.
b. Writes an analysis of
how effectively the
meeting was conducted.
a. Candidate designs a
survey based upon critical
areas from the school
improvement plan.
b. Candidate administers
the survey to faculty/staff
to determine needs.
c. Candidate compiles
results
a. Candidate leads a
parents’ advisory meeting
to secure input from
about educational
strategies for attaining
state standards
b. Candidate prepares an
agenda for the meeting
c. Candidate writes a
review summary of the
meeting.
a. Candidate observes a
beginning teacher and
“masters” teacher.
b. Conduct a conference,
giving oral and written
feedback, with specific
suggestions and
commendations.
a. Candidate observes
students at elementary
and secondary level
b. Candidate journals
Assistance/
Multicultural
Education,
Exceptional Learner
I) Standard 3.0
Competency: Fiscal
Management
J) Standard 3.0
Competency:
Educational
Facilities Operation
and Maintenance,
non-instructional
and auxiliary
services
K) Standard 4.0
Competency:
School Community
Relations
L) Standard 4.0
Competency:
School Community
Relations
Multicultural
Education
level but journals
entries are not
related to a
theoretical base
developmental task
related to theoretical
base.
a. Candidate
analyzes school
budget but written
report does not
address the school
improvement plan.
a. Candidate
analyzes school
safety policies but
does not address
the procedures
implemented in
the school.
a. Candidate analyzes the
school budget and writes
a report on how specific
allocations support the
school improvement plan.
a. Candidate does
not collaborate
with families and
community
members
a. Candidate
collaborates with
families but not
community
members
a. Candidates promote
the success of all students
by collaborating with
families and other
community members,
responding to diverse
community interests and
needs, and mobilizing
community resources.
a. Candidates
does not visit any
external
audiences
a. Candidates
identifies one
external audiences
(civic, religious,
learned society,
etc.). Prepare an
interactive
presentation,
using power point
to enhance
delivery, on a
school related
a. Candidate identifies
two different external
audiences (civic, religious,
learned society, etc.).
Prepare an interactive
presentation, using power
point to enhance delivery,
on a school related topic,
such as
No Child Left Behind,
State Assessments,
Special Education,
a. Candidate
analyzes school
budget but does
not write a
report.
a. Candidate
analyzes school
safety policy but
does not write a
report
14
a. Candidate analyze
policies and procedures
about school safety and
student well-being.
Write a summary
indicating the adequacy
or inadequacy of the
school plant. (i.e.
are evacuation plans
clear? Are they posted?
Are hallways safe? Is the
building
appropriately secured?
etc.)
M) Standard 4.0
Competency:
Instructional
Assistance, Pupil
Program Assistance
N) Standard 5.0
Competency:
Political Legal
Consideration
O) Standard 5.0
Competency:
Political Legal
Consideration
P) Standard 5.0
Competency:
Political Legal
Consideration
a. Candidate does
not participate in
any parent
conferencing.
a. Candidate does
not interact
appropriate with
teachers,
administrators,
staff, students or
parents.
a. Candidate does
not demonstrate
an impartiality or
sensitivity to the
diversity of others
a. Candidate
makes and
explains decisions
void of any legal
principles.
topic, such as
No Child Left
Behind, State
Assessments,
Special Education,
Alternative
Education,
Multicultural
Education
a. Candidate
participates in
parent conference
focusing on
student
achievement.
But does not
record the
specifics of the
problem; explain
the conferencing
strategies used
and comment on
what was learned
from the process.
Alternative Education,
Multicultural Education
a. Candidate
demonstrates a
respect for the
rights of others
during
interactions with
teachers,
administrators,
staff students or
parents
a. Candidate
demonstrates
tolerance to
diversity of others;
however, unable
to consider
differences
a. Candidate
makes ethical and
legal decisions;
however, is unable
to justify decisions
based upon legal
a. Candidates
demonstrate a respect for
the rights of others with
regards to confidentiality
and dignity in honest
interaction.
15
a. Candidate participate in
parent conference
focusing
on student achievement.
Collaborate with the
parent(s) as two different
sets of adults in mutual
agreement about ways in
which to enhance student
progress. Record the
specifics of the problem,
explain the conferencing
strategies used and
comment on what was
learned from the process.
a. Candidate
demonstrates the ability
to combine impartiality,
sensitivity to student and
adult diversity, and ethical
considerations in their
interactions with others
a. Candidate makes and
explains decisions based
upon ethical and legal
principles.
principles.
Q) Standard 6.0
Competency:
Instructional
Assistance
Student guidance
Services
R) Standard 6.0
Competency:
Instructional
Assistance
Multicultural
Education,
Exceptional Learner
a. Candidate does
not prepare a
plan for staffing,
student
scheduling and
grouping.
a. Candidate does
not disaggregate
school’s student
data.
a. Candidate
prepares a plan for
staffing, student
scheduling and
grouping but does
not show how
plan relates to
instruction
a. Candidate
disaggregates
school’s student
data but does not
prepare a written
report.
16
a. Candidate prepares a
plan for staffing, student
scheduling and grouping
explaining how the plan
relates to instruction.
a. Candidate
disaggregates school’s
student data from state
assessment
b. Based upon data and
current issues prepares a
written report to address
learning differences,
diversity and ethnic
considerations.
Internship Checklist/ Progression Sheet - Education 690
YES
1 Conference to discuss internship requirements held
2 Draft proposal submitted
3 Final proposal submitted with signature/acceptance page
4 Site Supervisor/intern meetings completed
5 Log and journal submitted after each fifty hours
50 hours _____date
100 hours _____date
150 hours _____date
200 hours _____date
250 hours _____date
300 hours _____date
320 hours _____date
6 All performance standards addressed
7 All competencies addressed
8 Required performance standards completed
9 Signature/Completion page submitted
10 Mentor evaluations submitted
11 Mentor/Intern/Supervisor conference held
12 Documentation Presented to University Supervisor Showing Number of Hours
Acquired
Final grade submitted to registrar on
Name of Intern:
Address:
Email
Phone Number:
_________________ (date)
____________________________________
17
NO
APPENDIX A
FORMAT FOR PRELIMINARY PROPOSAL FOR INTERNSHIP
I.
Personal Information
Name of Intern:________________________
Address:______________________________
Telephone:____________________________
Email:________________________________
II.
School Information
Name of Site #1:________________________
Address for Site #1:______________________
Phone Number for Site #1:_________________
Name of Site #2:_________________________
Address for Site #2:______________________
Phone Number for Site #2:_________________
Name of Site #3:_________________________
Address for Site #3:______________________
Phone Number for Site #3:_________________
Name of Site #4:_________________________
Address for Site #4:______________________
Phone Number for Site #4:_________________
III.
Personnel
Name of Site Supervisor for Site #1_________________________
Address of Site Supervisor for Site #1_______________________
Phone Number of Site Supervisor for Site #1__________________
Email of Site Supervisor for Site #1_________________________
Name of Site Supervisor for Site #2_________________________
Address of Site Supervisor for Site #2_______________________
Phone Number of Site Supervisor for Site #2__________________
Email of Site Supervisor for Site #2_________________________
Name of Site Supervisor for Site #3_________________________
Address of Site Supervisor for Site #3_______________________
Phone Number of Site Supervisor for Site #3__________________
Email of Site Supervisor for Site #3_________________________
Name of Site Supervisor for Site #4_________________________
Address of Site Supervisor for Site #4_______________________
Phone Number of Site Supervisor for Site #4__________________
18
Email of Site Supervisor for Site #4_________________________
Name of Division Superintendent__________________________
Address of Division Superintendent________________________
Phone Number of Division Superintendent___________________
Email of Division Superintendent__________________________
19
APPENDIX B
INTERN PROPOSAL ACCEPTANCE SIGNATURE PAGE
THIS WILL CERTIFY THAT THE INTERN LISTED BELOW HAS DEVELOPED TO MY SATISFACTION THE ATTACHED
PROPOSAL INVOLVING COMPETENCIES AND PROFICIENCIES ASSOCIATED WITH AN INTERNSHIP. ALSO, THE
ACTIVITIES OUTLINED IN THE INTERNSHIP PROPOSAL HAVE MY APPROVAL.
_____________________________
NAME OF INTERN
_________________________________
SIGNATURE
_____________________________________
____________________________________
LONGWOOD STUDENT NUMBER
EMAIL ADDRESS OF INTERN
_____________________________________
HOME ADDRESS OF INTERN
_____________________________________
HOME PHONE NUMBER ON INTERN
_____________________________________
NAME OF SCHOOL DIVISION
_____________________________________
NAME OF SCHOOL(S)
_____________________________________
_____________________________________
SCHOOL ADDRESS OF INTERN
_____________________________________
SCHOOL PHONE NUMBER OF INTERN
_____________________________
NAME OF SCHOOL MENTOR
_____________________________
SIGNATURE OF MENTOR
_____________________________
NAME OF SCHOOL MENTOR
______________________________
SIGNATURE OF MENTOR
_____________________________
NAME OF SCHOOL MENTOR
_____________________________
NAME OF SCHOOL SUPERINTENDENT
MAIL TO:
EDUCATIONAL LEADERSHIP
EDUCATION DEPARTMENT
LONGWOOD UNIVERSITY
210 HIGH STREET
_____________________________
SIGNATURE OF MENTOR
______________________________
SIGNATURE OF SUPERINTENDENT
_____________________________
SIGNATURE OF UNIVERSITY
SUPERVISOR
20
FARMVILLE, VA 23909
APPENDIX C
INTERNSHIP
FIELD ACTIVITY LOG*
INTERN'S NAME__________________
SEMESTER________________
YEAR________
ASSIGNED SCHOOL DIVISION___________________________________________________
MENTOR______________________________________________________________________
DATE
Performance
Standard
Number
STARTING
TIME
FINISH TIME
TOTAL HOURS
ACTIVITY, ARTIFACT, OR REFLECTION:
BRIEF DESCRIPTION DETAIL IN JOURNAL
* This log must accompany the submission of the reflective journal. Be sure it is signed
by the mentor(s).
TOTAL HOURS COMPLETED IN THE INTERNSHIP TO DATE______.
21
Signature of Mentor(s) _________________________________
__________________________________
*SAMPLE LOG
Date
Perfor
Stand
#
Starting
Time
Finish
Time
Total Hrs
7-28-00
3.1
4:00pm
8:00pm
4.0
7-31-00
7-31-00
3.3
4.1
9:00am 12:00pm
1:00pm 2:00pm
8-3-00
8-4-00
6.3
2.2
8:30am 12:00am
8:00am 12:00pm
8-6-00
8-9-00
8-14-00
3.1
3.1
8:00am 12:00pm
8-14-00
3.2
1:00pm
8-15-00
8-16-00
2.1
2.4
8:00am 3:00pm
8:00am 12:00pm
8-16-00
2.2
1:00pm
4:00pm
8-17-00
2.2
1:00pm
3:00pm
8-18-00
2.2
9:00am 11:00am
Daily
TOTAL HOURS COMPLETED IN
THE INTERSHIP TO DATE:
(156)
4:00pm
Activity-Brief Description – Detail in Journal
(Performance Standard Number Competenccy)
Prepared for Summer School Graduation and
Participate in ceremony (set-up, grades)
3.0
Compared budgets of two counties
1.0
Met with Mrs. _________ to discuss attendance
policy
3.5
SOL disaggregation – Algebra 1 scores
4.0
Developed plans for In-Service for Faculty and
Staff – Integrade Pro
8.0
Comprehensive School Improvement Institute –
“Teaching and Learning Practices that Work”
4.0
Prepared and started collating back-to-school
information
4.0
Compiled information for in-service for teachers
“InterGrade Pro” for 8-17 and 18
7.0
“Writing Workshop” set-up and participation
4.0
Participated and assisted in new teacher
orientation
Workshop
3.0
Completed information for In-service to be
conducted
on 8-17 and 18
2.0
Presented In-service on new grading program,
InteGrade Pro
2.0
Presented In-service on new grading program,
InteGrade Pro
*205.50 Total hours this log: 49.50
* Used with permission of a former student.
22
APPENDIX D
INTERNSHIP
JOURNAL ENTRIES COVER SHEET
INTERN'S NAME__________________ SEMESTER______________
YEAR__________
ASSIGNED SCHOOL DIVISION__________________________________________________
MENTOR_____________________________________________________________________
Journal entries are to be typed, double spaced, with 12 point font on regular paper, but this cover sheet
(ONLY ONE NEEDED FOR EACH FIFTY HOURS) needs to accompany submission.
This space is to be used for feedback from the University professor.
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_______________________________________________________________________________
Your journal needs to be completed and sent with your log to the university supervisor at the
completion of each 50 hours of internship. This form will be used for feedback and signed by the
university supervisor and then returned to you.
Reviewed and approved by: _____________________________________
Signature of University Professor
Date Reviewed and Approved: ___________________________________
23
24
SAMPLE JOURNAL ENTRIES
Performance Standard: 2.0
Competency: #5 Instructional Assistance
Date:
Today I sat in on one class being offered this session. I felt like some of the kids in the room,
there are 15 of them, weren’t focusing on what the teacher was saying, some looked very sleepy as
it was 8:30 AM. The teacher started the lesson on symbolism with a discussion that was very
effective in arousing student interest. I couldn’t help but wonder if school is sort of symbolism, it is
supposed to prepare us for the world, does it really accomplish its mission? The students have to
maintain focus from eight to two with only three 15-minute breaks, good luck to them all. Teachers
have a tough job in that they are supposed to motivate and produce skills in kids who are hard to
motivate. That’s the real challenge in education, motivation.
I looked over the teacher’s lesson plans and they were extremely vague, so I asked her how she
followed them and she said that she had been teaching for a long time and that was all she needed.
Who am I to argue? What would I do if I were the assistant principal? Would I ask the teachers to
be detailed in planning? Would that be smart? Would that alienate them? Would the kids suffer
because of this? I don’t know. Some kind of guidelines should be followed, but what?
25
APPENDIX E
STATEMENT OF COMPLETION OF INTERNSHIP
LONGWOOD UNIVERSITY
FARMVILLE, VA 23909
This will certify that the intern listed below has demonstrated to my satisfaction the competencies and
proficiencies associated with activities outlined in the previous approved supervision internship
proposal.
______________________________
NAME OF INTERN
_______________________________
SIGNATURE
_____________________________________
SOCIAL SECURITY NUMBER OF INTERN
_____________________________________
HOME ADDRESS OF INTERN
_____________________________________
HOME PHONE NUMBER ON INTERN
_____________________________________
NAME OF SCHOOL DIVISION
_____________________________________
NAME OF SCHOOL(S)
_____________________________________
_____________________________________
SCHOOL ADDRESS OF INTERN
_____________________________________
SCHOOL PHONE NUMBER OF INTERN
_____________________________
NAME OF SCHOOL MENTOR
____________________________
SIGNATURE
_____________________________
NAME OF SCHOOL MENTOR
____________________________
SIGNATURE
_____________________________
NAME OF SCHOOL MENTOR
______________________________
SIGNATURE
_____________________________
NAME OF SCHOOL SUPERINTENDENT
______________________________
SIGNATURE
_____________________________
UNIVERSITY SUPERVISOR
LONGWOOD UNIVERSITY
FARMVILLE, VA 23909
______________________________
SIGNATURE
APPENDIX F
REPORT ON SUPERVISION/ADMINISTRATION INTERNSHIP
Name of Intern:
Name of School Mentor:
Dates of Internship:
School Division:
School:
Interns are to demonstrate COMPETENCE by completing assignments and tasks in the areas listed
below. Please indicate a rating of how well the intern performed in each category by placing a check in
the appropriate column.
E = Excellence AA = above average A = average B = below average
NO = not observed
E
1. Curriculum development
2. Pupil/ program assessment
3. Fiscal management
4. Professional/ staff development
5. Instructional assistance
6. Student/ guidance services
7. Non-Instructional and auxiliary services
8. Educational facilities operation and maintenance
9. School-community relations
10. Political/ legal considerations
11. Long range planning
12. Technology and information systems
13. Multicultural Education
14 Exceptional Learners
15. Summative evaluation (check the category that
indicates your overall evaluation of this intern)
AA
A
B
NO
XXXX
XX
Comments: Please attach your comments or use the back of this sheet to describe how well the intern
accomplished the goals and proficiencies in the following areas.
Strategic Leadership: Possesses knowledge, skills and attributes to identify context, develop with
others vision and purpose, utilize information, frame problems, exercise leadership processes to
achieve common goals, and to act ethically for educational communities.
Instructional Leadership: Possesses knowledge, skills, and attributes to design with others appropriate
curricular and instructional programs, to develop learner centered cultures, to assess outcomes, to
provide student personnel services, and to plan with faculty professional development activities
aimed at improving instruction.
Organizational Leadership: Possesses knowledge, skills and attributes to understand and improve the
organization, to implement organizational plans, manage financial resources, and apply decentralized
management processes and procedures.
Political and Community Leadership: Possesses knowledge, skills and attributes to act in accordance
with legal provisions and statutory requirements, to apply regulatory standards, to develop and apply
appropriate policies, to be conscientious of ethical implications of policy initiatives and political
actions, to relate public policy initiatives to student welfare, to understand schools as political
27
systems, to involve citizens and service agencies, and to develop effective staff communications and
public relations programs.
Internship Overall: Describe the effectiveness of the intern with respect to comprehensiveness of
experiences, complexity of tasks undertaken, and ability to relate to constituencies within the school
and community.
Signature of Mentor:
________________________________________________________
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29