3.5i District Leadership Second Practicum Guidelines
Pittsburg State University
Special Services and Leadership Studies
SSLS 998 - Practicum in Educational Leadership
Spring 2010
The Practicum in Educational Leadership 998 is based on individual laboratory and field work in
various organizational settings suitable for the development of leadership skills through
mentoring relationships. The student will initiate and follow through on all activities.
Purposes of the Practicum Experience
The purpose of the practicum is to place the student in a setting to both observe and participate in
the varied tasks and duties of a district level administrator. In addition, various course projects
are assigned which cause the candidate to be active and involved, and not merely an observer of
school leadership activities.
Course Objectives
Students will:
1. Be exposed to a comprehensive view of district leadership perspectives in education fieldbased settings,
2. Experience actual leadership tasks and situations,
3. Gain actual administrative experiences,
4. Begin to establish an educational leadership philosophy through observation and practice,
5. Deepen their knowledge base through a daily practice of professional reading,
6. Assist in developing staff development activities for themselves and for other educators,
7. Deepen their understanding of the "big picture" of district leadership and how systems
interact,
8. Learn how to utilize the practice of self-reflection in order to continually improve, and
9. Gain experience at working with individuals who comprise the major stakeholders of the
educational community.
The Role of the Student
The graduate student completing the practicum activities leading to a recommendation for
district certification in Educational Leadership must:
A. Become acquainted with aspects of district school administration,
B. Complete all duties and responsibilities assigned by the internship coordinator,
C. Keep and submit all assignments as outlined in course SSLS 901, SSLS 902, SSLS 903,
SSLS 997 & SSLS 998. While the courses are outlined to fit within the higher education
structure, experience is a combination of the courses listed,
D. Complete all assigned readings and attend on-campus sessions with the practicum
coordinator as specified, and
E. Learn to adequately utilize technology to support the role and responsibilities of
educational leaders
3.5i District Leadership Second Practicum Guidelines
The Role of the Mentor Support Facilitators
The university relies on area practitioners to assist in the development of the Educational
Leadership student through the practicum experience. Several certified administrators will work
with the practicum student by:
A. Guiding and directing the student's daily activities,
B. Sharing his/her skills and knowledge while directing the activities of the practicum student,
C. Relaying the importance of the practicum experiences to the local Board of Education,
staff, and other personnel as necessary, and
D. Seeking out opportunities to allow the student to experience "hands-on"
leadership tasks as appropriate.
The Role of the Practicum Coordinator
The university professor who supervises and evaluates the overall practicum experience, working
with the mentor and the practicum student, will:
1.
2.
3.
4.
5.
Disseminate all necessary components of the practicum to the student and mentors,
Maintain contact with the student and the mentor throughout the duration of the semester,
Make on-site visits as needed to support and enhance the student's practicum experience,
Critique all written correspondence from the student, and
Conduct an end-of-semester "debriefing" with the student to evaluate the overall
effectiveness of the process.
Teaching Strategies
Due to the nature of the practicum experience, direct instruction during this course will be
limited to those times when all practicum students meet. The field-based experiences are in a
variety of educational leadership settings and designed to extend the learning and knowledge
base by active participation.
Student Responsibilities: Students are expected to do graduate level work and to conduct
themselves in a professional manner at all times during course activities. This experience is a
culminating activity in leadership. The student will demonstrate the initiative to find alternatives
and solutions to meet the requirements of this experience.
Evaluation of Student Learning
The practicum in Educational Leadership is a pass/fail class, and thus all students who
successfully complete the program will be expected to fully participate and do quality work. The
following activities and experiences are minimal expectations.
Practicum Log: The student is required to log his/her time to document that the required number
of hours for the internship is completed. The log is to be submitted before the end of the
semester.
3.5i District Leadership Second Practicum Guidelines
Kansas State Board of Education: STANDARDS
Standard 1: An education leader promotes the success of all student by facilitating the
development, articulation, implementation, and stewardship of a vision of learning that is shared
and supported by al stakeholders.
Standard 2: An education leader promotes the success of every student by advocating,
nurturing, and sustaining a school culture and instructional program conducive to student
learning and staff professional growth.
Standard 3: An education leader promotes the success of every student by ensuring
management of the organization, operation, and resources for a safe, efficient, and effective
learning environment.
Standard 4: An education leader promotes the success of every student by collaborating with
faculty and community members, responding to diverse community interests and needs, and
mobilizing community resources.
Standard 5: An education leader promotes the success of every student by acting with integrity,
fairness, and in an ethical manner.
Standard 6: An education leader promotes the success of every student by understanding,
responding to, and influencing the political, social, economic, legal, and cultural context.
Core Student Outcomes Throughout District Educational Systems Leadership Coursework
As a result of successful completion of this program the student will understand the rationale and
reasons educational leaders should:
CO 1
CO 2
CO 3
CO 4
Maintain personal, physical and emotional wellness.
Manage time effectively.
Relate local policy to state and federal regulations and requirements.
Promote the value of understanding and celebrating school/community cultures. CO 5
Understand and be able to communicate with all cultural groups in the community. CO 6
Demonstrate that good judgment and actions communicate as well as words.
CO 7 Define processes for gathering, analyzing, and using data for informed decision making.
CO 8 Discuss legal concepts, regulations, and codes for school operations.
CO 9 Demonstrate knowledge of adult learning theory and motivation.
CO 10 Exhibit multicultural and ethnic understanding and sensitivity.
3.5i District Leadership Second Practicum Guidelines
SSLS 902 - 998
Spring Content Area Outcomes
Area: Business and Organizational Management
1. Develop a process for maintaining accurate fiscal reporting.
2. Acquire, allocate, and manage human, material, and financial resources effectively and
develop a system of accountability to facilitate successful student learning.
3. Use technological applications to enhance administration of business and support
systems.
4. Perform budget planning, management, account auditing, and monitoring.
5. Demonstrate am understanding of practices in administering auxiliary programs, such
as maintenance, facilities, food services, etc.
6. Describe historical issues related to current Kansas School Finance issues.
7. Demonstrate knowledge of equity and adequacy in school funding issues.
Area: Human Resources Management
1. Develop a process for maintaining accurate fiscal reporting.
2. Acquire, allocate, and manage human, material, and financial resources effectively and
a system of accountability that facilitates successful student learning.
3. Develop a plan to assess system and staff needs to identify areas for concentrated staff
development.
4. Demonstrate knowledge of adult learning theory and motivation.
5. Evaluate the effectiveness of comprehensive staff development programming to
determine its effect on professional performance.
6. Demonstrate use of system and staff evaluation data for personal policy and decision
making.
7. Diagnose and improve organizational health/morale.
8. Demonstrate an understanding of alternative benefit packages.
9. Assess individual and institutional sources of stress and develop methods for reducing
stress.
Area: Facilities Operations & Maintenance
1. Organize a bond election campaign.
2. Utilize appropriate business management principles in the building and maintaining of
school facilities.
3. Understand the needs of and be able to plan for preschool, elementary, middle school,
and high school facilities.
4. Recommend criteria to be considered in selecting an architect.
5. Understand and implement laws related to bond issues and facility improvements.
6. Identify safety and environmental standards applicable to school facilities.
3.5i District Leadership Second Practicum Guidelines
Area: Facilities, Operations & Maintenance
1. Demonstrate an understanding of line-staff relationship to the effectiveness of utilizing
support services.
2. Describe and assess ways of meeting the need for requiring and preferential supportive
services for pupils.
3. Understand the needs of and be able to plan for support services.
4. Recommend criteria to be considered in selecting appropriate support service programs.
5. Understand laws related to support services and related activities.
6. Demonstrate the knowledge required in planning and implementing safe, efficient
support services programs.
3.5i District Leadership Second Practicum Guidelines
Practicum – 998
3.5i District Leadership Second Practicum Guidelines
Standard 1
FB 1
1K4 --Committees
 Identify three committees or design making groups within your school system.
 Observe and describe how their meetings are held and how decisions are made.
 Identify model practices and explain why these practices deserve to be deemed
model practices.
 Identify practices that could be improved and explain how the practices could
be improved.
Standard 1
Standard 3
FB 2
1P3 – District Calendar
 Describe a process for creating a district annual calendar.
 Include documents to review at the outset of the process,
 Identify participants (internal and external),
 Identify a list of potential issues to be addressed in developing the annual
calendar,
 Identify the time line for developing the annual calendar including when the
recommendation will be made to the board of education,
Standard 1
Standard 2
FB 3
1P5– Aides in Classrooms
 The board has just asked you to develop a plan to determine when a regular
elementary classroom teacher should be given an aide to assist her because her
class size is too large.
 Identify research on the issue and summarize key points
 Describe how you would share the data with staff and the school board
 Decide on a specific plan, describe it and justify it based on research, even
though it may not be what the board requested.
 Describe how you anticipate this plan will impact student learning.
Standard 1
Standard 2
FB 4
2P5 – Superintendent’s Performance Evaluation
 Acquire a copy of the current district superintendent's evaluation model.
 Interview a current administrator who is evaluated through this model.
 Identify strengths and weaknesses to the existing model.
 Provide recommendations to improve the model and evaluative process.
Standard 3
FB 5
3K1 –Effective School Organizational Model or Equivalent in Missouri or Oklahoma.
 Get a copy of the Kansas SB 066 Report, the Missouri Annual Secretary of the
Board (ASBR) or equivalent document for Oklahoma.
 What is it?
 What does it contain?
 Who prepares it for your district?
Standard 1
Standard 3
FB 6
3K3A –Flow Chart(s) for Hiring
Create a flow chart on the hiring process
 For Administrative Personnel
 For Instructional Personnel
 For Classified Personnel
In the flow charts of the processes be sure to include:
 Persons responsible
 Persons involved in the selection of interviewees and as interviewers
 Tasks from the time a position is declared vacant to giving the new hire the
keys to the desk
3.5i District Leadership Second Practicum Guidelines
Standard 3
FB 7
3K4D – Budget Policies
 Report on your district's budget policies and procedures (the process, not the
dollars and cents).
 List each policy by title and number and give a brief overview of its contents.
Standard 3
FB 8
3K4E – Audits
 What programs and data are reviewed in an internal audit and a KSDE audit?
How is an auditor selected? Who is the auditor? How often must an audit be
performed? How is the audit conducted? When? Who is involved? What is
reviewed? When is it reported to the Board? Summarize the business
manager's other thoughts or insights regarding audits.
 Get a copy of your district’s audit report and read it. What did it contain that
you expected? What did it contain that you didn't expect?
Standard 3
FB 9
3K4F – Insurance
 Create a table listing the types of insurance, provider, what risks are covered
and cost.
 How are providers selected?
 How often must the district re-bid insurance premiums? How often do they rebid?
Standard 6
FB 10
5K5 – Philosophies or Events
 How have three past philosophies or historical events impacted education
today?
 Draw some inferences.
Standard 6
FB 11
6K3 – Democracy and Education
 Explain the relationship between public education and the democratic society.
 Reflect on two programs or structures within the district that promote the
relationship between education and democracy.
Standard 3
FB 12
6K4 – Court Cases
 Discuss how five specific court cases since 1995 have influenced public
education.
Standard 6
FB 13
6P5A – Letter to a Legislator
 Create a sample letter to a legislator outlining a position.
3.5i District Leadership Second Practicum Guidelines
3.5i District Leadership Second Practicum Guidelines
Rubric
Department of Special Services and Leadership Studies
District Leadership Program
Criteria
Pass Excellent (2)
Pass (1)
Fail (0)
A. Addresses the topic required
Addresses topic thoroughly;
response is complex and demonstrates
a thorough understanding of concepts.
Addresses topics, however, one or
two areas only superficially OR one
section ignored.
Addresses topic superficially OR
ignores critical concepts.
B. Accuracy of topic
Information provided in the response
is accurate.
Most of the information provided in
the response is accurate and
consistent; slight mistakes only
Many inaccuracies or inconsistencies
OR a major inaccuracy that clouds the
response.
C. Detail
Provides sufficient detail to support
ideas; avoids getting bogged down in
endless, irrelevant details, thoroughly
prepared
Provides sufficient detail to support
ideas; gives some irrelevant details;
good preparation; few generalizations
Provides barely enough detail to support
ideas; gives some irrelevant details;
many generalizations
D. Relevant analysis
Draws on relevant references from the
literature and practice
Draws on a reference from the
literature and practice
Cites no relevant references from the
literature or practice
E. Organization
Well-organized, easy to follow,
logical flow of ideas
Mostly well-organized, mostly easy to
follow, logical flow of ideas most of
the time
Shows little organization, difficult to
follow; flow of ideas not easily
discerned, incoherent, fragmented
F. Original thought
Considerable evidence of extension of
knowledge and theory to novel
situations; creative application of
knowledge; provides alternative
views; evidence of appropriate risktaking; provides new insight into
some aspects of response.
Some creative application of
knowledge to the situation; some
evidence of appropriate risk taking;
provides 1 alternative view; some
new insights provided
No creative application of knowledge to
the situation; trite; no new insights
provided
Near-perfect mechanics. only a few
minor mistakes not sufficient to
distract from understanding.
Errors in mechanics, to the extent they
make the response difficult to read.
G. Writing mechanics, e.g. syntax, Perfect mechanics
grammar, spelling, punctuation
Overall Rating (Pass, Not Yet Completed)
3.5i District Leadership Second Practicum Guidelines
Writing Rubric
Department of Special Services and Leadership Studies
District Leadership Program
Student Name:
Criteria
A. Addresses all steps to
complete activity
Reviewer's Signature
Pass Excellent (2)
Addresses necessary steps to complete the
activity; response is complex and
demonstrates a thorough understanding of
concepts.
Pass (1)
Addresses most of the steps
necessary to complete activity.
Fail (0)
Addresses steps superficially OR ignores two
or more serious steps to completion
B. Accuracy
Information provided in the response is
accurate and realistic for an educational
setting.
Most of the information provided
in the response is accurate and
consistent; slight mistakes only
Many inaccuracies or inconsistencies OR a
major inaccuracy that clouds the response.
C. Detail
Provides sufficient detail to support
actions; avoids getting bogged down in
endless, irrelevant details, thoroughly
prepared
Provides sufficient detail to
support actions; gives some
irrelevant details; good
preparation; few generalizations
Provides barely enough detail to support
actions; gives some irrelevant details; many
generalizations
E. Organization
Well-organized, easy to follow, logical
flow of ideas
Mostly well-organized, mostly
easy to follow, logical flow of
ideas most of the time
Shows little organization, difficult to follow;
flow of ideas not easily discerned, incoherent,
fragmented
F. Original thought
Considerable evidence of extension of
knowledge and theory to novel situations;
creative application of knowledge;
provides alternative views; evidence of
appropriate risk-taking; provides new
insight into some aspects of response.
Perfect mechanics
Some creative application of
knowledge to the situation; some
evidence of appropriate risk
taking; provides 1 alternative
view; some new insights provided
No creative application of knowledge to the
situation; trite; no new insights provided
Near-perfect mechanics, only a
few minor mistakes not sufficient
to distract from understanding.
Errors in mechanics, to the extent they make
the response difficult to read.
D. Cites relevant references.
Use reflection points
G. Writing mechanics, e.g.
syntax, grammar, spelling,
punctuation
3.5i District Leadership Second Practicum Guidelines
Portfolio Rubric
Department of Special Services and Leadership Studies
District Leadership Program
Student Name:
Reviewer's Signature
Criteria
Pass Excellent (3) A Grade
Pass Satisfactory (2) B Grade
Pass Minimal (1) C Grade
Fail (0) F Not Passing
A. Reflections Write Ups
All Reflections/ Write Ups
Addressed thoroughly; responses
are complex and demonstrate a
thorough understanding of
concepts.
Addressed thoroughly. Most
Reflections/write ups are.
Some Reflections/ Write Ups are
complete but superciliously
Superficial work and
products.
B. Accuracy & Detail
Information provided response is
accurate. Provides sufficient
detail to support ideas; avoids
getting bogged down in endless,
irrelevant details, thoroughly
prepared. Provides sufficient
detail to support ideas; avoids
getting bogged down in endless,
irrelevant details, thoroughly
prepared.
Most of the information provided in
the response are accurate and
consistent; slight mistakes only.
Provides sufficient detail to support
ideas; gives some irrelevant details;
good preparation; few generalizations
Most of the information provided in
the response is accurate and
consistent; slight inconsistencies and
some minor inaccuracies are present.
Lacking good detail to support ideas;
gives some irrelevant details; many
generalizations
Many inaccuracies or
inconsistencies OR a major
inaccuracy that clouds the
response. Fails to provide
enough detail to support
ideas; gets bogged down in
endless, irrelevant details,
response so sketchy that
reader is unsure of point.
E.
Organization
Professional
Appearance
Well-organized, easy to follow,
logical flow of ideas-professional
appearance eye catching
Mostly well-organized, mostly easy to
follow, logical flow of ideas most of
the time. Good Appearance
Some organization evident, difficult to
follow, orderly flow of ideas
somewhat evident. Okay appearance
not to much effort.
Shows little organization,
difficult to follow; flow of
ideas not easily discerned,
incoherent, and fragmented.
- Book cover no effort
G.
Writing mechanics, e.g.
syntax, grammar,
spelling, punctuation
(Weight=1)
Perfect mechanics
Near-perfect mechanics, only a
few minor mistakes
Some errors in mechanics, but not
sufficient to detract from
understanding
Many errors in mechanics,
so many that they make the
response difficult to read
3.5i District Leadership Second Practicum Guidelines