Portfolio Preparation
Guidelines
M.S.Ed.
in
Educational Leadership
and
Indiana Building Level Administrator
License
School of Education
Indiana University Purdue University
Fort Wayne, Indiana
(IPFW)
August 17, 2005
Table of Contents
Practicum and Portfolio Preparation Guidelines
I.
Foundation of the Educational Leadership Practicum
and Portfolio
A. IPFW School of Education Mission Statement
B. IPFW School of Education Conceptual Framework
C. DPS/ISLLC Standards
II.
General Information Concerning the Practicum and
Portfolio
A. Portfolio Ownership; Checkpoints
B. Portfolio Confidentiality
C. Portfolio Exemplars
III.
Assembling the Portfolio Components to Reflect the
Practicum Experience
A. Activity Log (Spontaneous Practicum Experiences)
and Reflections
B. Course Artifacts and Reflections
C. Chapters (Planned Practicum Experiences)
D. Special Populations Reflection Requirements
E. Student Discipline Reflection Requirements
F. Field Experience: Service Learning for Diversity
G. Summary Document
IV.
Assessment**
V.
Appendices
A. Appendix 1: Samples: Activity Log Entries and
Reflections
B. Appendix 2: Sample: Course Artifact Reflection
C. Appendix 3: Chapters (Planned Practicum
Experiences): Experiences from Which to Select
2
D. Appendix 4: Chapters (Planned Practicum
Experiences): Document Examples of Chapter
Completion
E. Appendix 5: Sample: Chapter (Planned Practicum
Experience) Reflection
F. Appendix 6: DPS/ISLLC Standards: Knowledge,
Dispositions, and Performances
G. Appendix 7: Pre-Licensure Interview Questions
**Please see: Program Guide and UAS
3
Foundation of the Educational Leadership Practicum and Portfolio
The foundation for instruction and curriculum in the graduate programs at the
IPFW is grounded on the Mission Statement of the SOE, the IPFW Conceptual
Framework. The faculty worked collaboratively to develop these documents so that the
documents reflect the deeply held views of the faculty. These statements represent the
broadest and most universal goals of the faculty as they participate in the educational
process of future educators. In addition, the program is based on the Division of
Professional Standards*/ISLLC Standards, which follow below.
Currently the Indiana Department of Education Division of Professional Standards
(DPS)* has developed standards to ensure assistant principals and principals are equipped
with the skills, dispositions, and knowledge to provide capable and competent leadership
for Indiana schools. To assess leadership potential and performances on DPS/ISLLC
Standards, the IPFW Conceptual Framework, and the IPFW School of Education Mission
Statement, the SOE has developed a portfolio assessment process that is explained in
these guidelines. Please feel free to comment on these guidelines; your critique is
invaluable as we strive to make the program stronger.
The SOE Mission Statement, the Conceptual Framework, and the DPS*/ISLLC
Standards follow:
IPFW School of Education Mission Statement
(Adopted January 10, 1996)
To prepare professionals in teaching, counseling, and leadership who demonstrate the
capacity and willingness to improve continually improve schools and related entities so
that they become more effective with their clients by:
Becoming more caring, humane, and functional citizens in a global, multicultural,
democratic society;
Improving the human condition by creating positive learning environments;
Becoming change agents by demonstrating reflective professional practice;
Solving client problems through clear, creative analyses;
Assessing client performance, creating and executing effective teaching,
counseling and educational leadership, by utilizing a variety of methodologies
reflecting current related research;
Utilizing interdisciplinary scholarship, demonstrating technological and critical
literacy, and effectively communicating with all stakeholders.
4
IPFW School of Education Conceptual Framework:
A Learning and Leadership Model
We in the School of Education are committed to the following Conceptual Framework for our program:
(1) Democracy and Community
Effective educators, such as teachers, counselors, and administrators need to be a part of a dynamic
educational community as a model for the climate of community they hope to create. To do this, these
educators need an understanding of the moral, cultural, social, political, and economic foundations of our
society. Consequently, the SOE should foster a democratic, just, inclusive learning community
among its students, faculty, and staff, and with all other stakeholders in the educational enterprise.
(2) Habits of Mind
Effective educators realize that knowledge alone is not sufficient. They practice critical reflection in all
endeavors. Within the context of a compassionate, caring community, educators foster habits of mind
necessary to engage learners, such as investigating, inquiring, challenging, critiquing, questioning, and
evaluating. Consequently, the SOE must integrate critical habits of mind in all aspects of the
teaching/learning process.
(3) Pedagogy
Effective educators need to understand multiple approaches to pedagogy as well as the multiple roles of the
teacher, such as facilitator, guide, role model, scholar, and motivator. Educators appreciate and are
receptive to the diverse perspectives, modes of understanding, and social circumstances that they and their
students bring to the educational setting. Consequently, the SOE needs to prepare educators to
understand and use pedagogy creatively and thereby ensure active learning, conceptual
understanding, and meaningful growth.
(4) Knowledge
Effective educators need to be well-grounded in the content which they expect to teach. Educators need to
understand how knowledge is constructed, how the processes of inquiry are applied, how domains of
knowledge are established, how disciplines can be integrated and most effectively communicated to their
students. Educators also need understanding of themselves, of communities in which they intend to teach
and of students. Consequently, the SOE should immerse educators in nurturing learning communities
that deepen knowledge, and encourage on-going intellectual, emotional, and personal growth.
(5) Experience
Effective educators learn their craft through experiences in actual educational settings. Through on-site
campus activities and field-based experiences, students will observe and emulate exemplary teaching and
learning. These educators will practice, collaborate, and interact with practitioners and their students.
Consequently, the SOE must integrate field and/or clinical experiences that reflect the diversity of
educators, students, and schools into all aspects of the curriculum, and help educators to assess and
reflect on those experiences.
(6) Leadership
Effective educators are leaders. They have developed educational and social visions informed by historical
and cultural perspectives. They strive to set the highest goals for themselves and inspire students to do
likewise. Educators are enriched by the convergence of knowledge, theory, and practice as they
optimistically face the educational challenges of the twenty-first century. Consequently, the SOE must
provide opportunities for educators to develop as leaders in their profession and in their
communities.
*Educator is broadly defined as pre-service and in-service teachers, administrators,
and counselors.
5
The DPS*/ISLLC Standards
As the state of Indiana moves to alter certification/ licensing requirements to more
adequately reflect national standards, course objectives and activities are expected to
reflect these changes. The source: Division of Professional Standards*
A school administrator:
1. Promotes the success of all students by facilitating the development, articulation,
implementation, and stewardship of a vision that is shared by the school community.
2. Promotes the success of all students by advocating, nurturing, and sustaining a school
culture and instructional program conducive to student learning and staff professional
growth.
3. Ensures the management of the organization, operations, and resources for a safe,
efficient, and effective learning environment.
4. Collaborates with families and community members, responding to diverse
community interests and needs, and mobilizing community resources.
5. Acts with integrity, fairness, and in an ethical manner.
6. Understands, responds to, and influences the larger political, social, economic,
legal, and cultural context.
*As of July 2005, the Division of Professional Standards of the Indiana Department of
Education has replaced the former Indiana Professional Standards Board (IPSB).
Note: Please see Appendix 6 for the DPS/ISLLC Standards, including Knowledge,
Dispositions, and Performances.
6
General Information Concerning the Portfolio Process
The purposes of the portfolio process are to:
1.
Gain practical experience that is linked to theory. Developed within the
context of effective adult educator learning practices, the portfolio process allows
students to select areas of development based on professional interest, in
conjunction with the mentor. The purpose of the portfolio and practicum is to
allow the student to experience facets of the principalship through association
with a practitioner, to reflect upon the theory associated with those experiences,
and to document those experiences.
2.
Demonstrate competence as an instructional leader. The process helps the
IPFW School of Education to evaluate its educational leadership program as
required by our accreditor, the National Council for Accreditation of Teacher
Education (NCATE). SOE faculty and licensed administrators will review the
portfolios to assess how program goals derived from the DPS*/ISLLC Standards
are being met as students progress through and conclude the program. The data
from these assessments will then help us to revise our programs to meet future
principal candidate needs, as well as school community needs, more effectively.
The portfolio is a valuable document that will assist the student to demonstrate how
his/her experiences contribute toward qualifying the student as a leader as he/she pursues
a school leadership position.
Portfolio Ownership; Checkpoints
The student owns the portfolio. He/She will turn it in to be assessed during A695 and
again during the licensing interview. At the A695 checkpoint and at the exit interview
checkpoint, several portfolios will be copied by the School of Education for use as
evidence to our accreditors of the work students are completing, as well as exemplars for
students who are still developing their portfolios. Portfolios will be evaluated by
professors and by school principals, assistant principals, and/or central office
administrators. The original portfolio will be returned to the student. Exemplary
portfolios will be recommended for special recognition by the department, the School of
Education and the University.
Portfolio Confidentiality
The student must guard against violating the confidentiality of the students in the school’s
care in preparing materials for the portfolio. Students’ names should always be omitted.
7
Any information that would allow the reader to identify the student being discussed
should be omitted. Any information that would allow the staff member being discussed
to be identified must also be handled carefully.
Portfolio Exemplars
To help guide students, copies of previously completed portfolios are available for review
at the School of Education, NEFF 250, from 8:00 a.m. to 5:00 p.m. They may be read in
the School of Education library, NEFF 240 H.
Examples of each of the portfolio sections are also included in the appendices of this
document.
8
Assembling the Portfolio Components
A. Activity Log (Spontaneous Practicum Experiences) and Reflections
Students are to submit Log Entries and Reflections aligned to the DPS/ISLLC Standards.
All log entries are to be typed and double-spaced. At the top left of each entry, in bold
print the following should be included: date, time, people present, and location, when
appropriate, Part of the entry should be devoted to objective observation documenting the
meeting, event, or activity. Part of the entry should be devoted to commentary on
Standards with the format provided in these guidelines.
Standards are to be cited at the end of the entry or series of entries linked to a specific
event or experience, labeled with bold print, underscored, and identified with the
following heading: Reflection on Standards Addressed. Each standard discussed is to be
labeled in bold print, e.g., Standard 3. Ensures the management of the organization,
operations, and resources for a safe, efficient, and effective learning environment. Each
reflection will cover the following three areas with the headings in bold print and
underscored:
1. What I observed relative to this standard:
2. What I gained because of this experience:
3. How the experience summarized in this log entry demonstrates my ability as
a leader to implement this IPSB standard:
The reflections will be aligned with one or more standards as perceived in the event or
activity. While some reflections will address some standards more than others, all six
standards must be cited within the Activity Log Reflections. Cite specific examples in
your reflection from your log entries (See DPS/ISLLC Standards Rubric). The reflection
at the end of the log entry should not be more than two, double-spaced pages. It should be
aligned with one or more standards.
The log entries, unlike the chapter reflections explained below, document spontaneous
leadership activities and events that enable the practicum student to observe a typical
school leader’s experiences. Log entries for the most part will not document any activity
that was planned; spontaneity in any school creates voluntary or undetermined action or
movement (Webster, 2005). Such events consume an inordinate amount of the
principal’s time. The Activity Log allows for documentation and student reflection. No
other artifacts or documents are to be included with the activity log entries.
Please see Appendix 1 for Exemplars of Activity Log Entries and Reflections.
9
B. Artifacts and Reflections in Educational Leadership Courses
Students begin to write artifacts in each leadership course beginning with A500. Each
course artifact will be stamped by the professor and returned to the student. Artifacts are
to be aligned with the DPS/ISLLC Standards. At the first portfolio checkpoint of A695,
students will write a reflection based on each of the educational leadership course
artifacts and will discuss how the artifact aligns with the DPS/ISLLC Standards. The
completed portfolio must include course artifacts which together align with all six of
the Standards.
Students will continue to develop their course artifacts; all students are required to submit
a minimum of five artifacts from educational leadership courses completed and a
reflection with each of the five artifacts in A695-- the first portfolio checkpoint.
Beginning with the Fall 2001 semester, students in each educational leadership course
have been required to submit a portfolio artifact. The artifacts for submission in A695
include work from the following:




A500
A510
A608
A625 or A627


E535 or S503
E536 or S655



A635
A638
T555
School Administration
School Community Relations
Legal Perspectives on Education
Administration of Elementary or Secondary
Schools
Elementary or Secondary Curriculum
Supervision of Elementary or Secondary School
Instruction
Economic Dimensions of Education
Public School Personnel Management
Problems in Human Relations and Cultural
Awareness (Traditional Students Only)
Students are required to supply a copy of an unofficial transcript, as well as a list of
portfolio artifacts. The portfolio evaluator will check the dates of courses completed and
assess all artifacts submitted from classes completed after the Fall 2001 semester. If the
student completed his educational leadership courses prior to 2001, he should make an
appointment with his advisor. All artifacts will be dated and signed by the professor. No
student will be admitted to A695 without the following:
a.) Completing a minimum of 15 hours in educational leadership courses and
b.) Submitting a minimum of five course artifacts stamped by the professor of the
course. Students who fail to produce five artifacts in A695 will risk failing the
course and the portfolio credit.
10
Identification of Course Artifacts:
 Each artifact is to be labeled and tabbed with the appropriate course.
 A list of all artifacts labeled with appropriate course numbers is required.
Please note: Artifacts and reflections that are written for foundation courses, such as
H520, Education and Social Issues, or P507, Testing in the Classroom, will not be a part
of the Educational Leadership portfolio. Those artifacts do not need to be stamped and
saved for the Educational Leadership portfolio. In addition, artifacts and reflections
completed for the Service Leadership for Diversity Field Experiences will be assessed at
the time they are completed and do not need to be included in the Educational Leadership
portfolio.
Please see Appendix 2 for an exemplar of a Course Artifact Reflection.
C. Chapters (Planned Practicum Experiences)
The chapters allow the student to discuss with the principal or mentor and together select
specific tasks in order to complete the portfolio. These events, unlike the log entries are,
generally, planned activities. Students should not select chapter activities that have
occurred in the past. However, if an extension of the activity, such as an evaluation, can
be completed, the chapter activity may warrant submission by the student. Chapter
reflections will require alignment to more than one standard.
See the following Appendices:
Appendix 3: Chapters - Activities from Which to Select
Appendix 4: Documents for Submission as Chapters.
Appendix 5: Exemplar of Chapter Reflections.
D. Special Populations Reflection Requirements
The students should follow the same format for the Reflections on special education and
other special populations. Documentation include notes, minutes, IEP plans, and
discipline documents demonstrating the student’s participation. Please see rubric on
special education to review how these requirements are graded. The Reflections should
include:
What I gained because of this experience.
2. How this experience demonstrates my ability as a leader to implement the
School of Education IPFW Conceptual Framework.
1.
Each of the six IPFW Conceptual Framework components is to be addressed in these
Reflections:
1. Democracy and Community
11
2. Habits of Mind
3. Pedagogy
4. Knowledge
5. Experience
6. Leadership
E. Student Discipline Reflection Requirements
The students should follow the same format for the Reflections on student discipline.
Student discipline documentation includes notes, minutes, and discipline documents
demonstrating the student’s participation. Please see rubric on student discipline to
review how these requirements are graded. The Reflections should include:
What I gained because of this experience.
2. How this experience demonstrates my ability as a leader to implement the
School of Education IPFW Conceptual Framework.
1.
Each of the six IPFW Conceptual Framework components is to be addressed in these
Reflections:
1. Democracy and Community
2. Habits of Mind
3. Pedagogy
4. Knowledge
5. Experience
6. Leadership
F.
Service Learning for Diversity Field Experience
Reflections aligned with the Conceptual Framework (Democracy & Community) and the
Conceptual Framework (Experience).
G. Summary Document Reflection on Total Practicum Experience
Students should write a Reflection relating the professional experiences in the practicum
to each of the six IPFW Conceptual Framework components:
1. Democracy and Community
2. Habits of Mind
3. Pedagogy
4. Knowledge
5. Experience
6. Leadership
Each Reflection should be a minimum of one page, typed, single-spaced.
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APPENDIX 1
Exemplars: Activity Log Entries and Reflections
Please Note: Samples of Exemplary Activity Log Entries and Reflections: These
examples do NOT represent a complete reflection of the total portfolio
requirements. These are brief examples to demonstrate the format only. The
portfolio will require each Log Entry, Artifact Reflection, and Chapter to include
significantly more content to meet passing requirements for the portfolio. In
addition, each Log Entry, Artifact Reflection, and Chapter Reflection will require
alignment to more than one Standard.
Exemplar: Activity Log Entries
April 31, 2005
1:30-2:15
Ms. Principal, Ms. Grandmother, Teacher Williams, Mr. Therapist, Intern Me
Doingagreatjob Middle School
Meeting 1: The student’s grandmother asked for the meeting. She was expressing
concern because an incident occurred with her grandson, Kevin, on the bus; he
apparently tripped and fell on the bus during a transfer from the high school to the
middle school. The eighth-grade student is enrolled in the Functional Skills class and is
achieving at a higher level than others are. He becomes agitated when his routine is
disrupted and can become physically agitated and emotional. He is being raised by his
grandparents, who fear they may not be able to continue to handle him, according to
documents in his file. Last year he broke his leg on the bus while trying to jump from the
bus platform to the ground. The grandparents wrote a note requesting that Kevin have
assistance on the bus. An aide was assigned to the entire bus with specific instructions to
care for Kevin. The aide resigned after one week and another assistant replaced her on
the bus. The aide was trained during a two-hour workshop to assist students with
disabilities. According to the grandmother, Kevin does not like the new aide and does
not listen to her instructions. Kevin told his grandmother the new aide ignores him and
pushes him when he gets up to depart from the bus. Grandmother was consistent and
believable. She had dates and times when the aide allegedly pushed Kevin. However,
she was careful with her comments and did not allege the teacher pushed Kevin the day
he apparently fell on the bus. The grandmother requested a full-time aide for Kevin who
would be with him from the time he boarded the bus until he departed the bus at home.
The principal took notes and told the grandparent he would get back to her. Ms.
Principal did not commit to hiring the fill time aide.
13
Meeting 2. May 2, 2005 11:30-12:15
Ms. Principal, Ms. Grandmother, Teacher Williams, Mr. Therapist, Intern Me
Doingagreatjob Middle School
Due to scheduling conflicts, I could not meet with the principal, teacher, and aide. I did
meet with the Ms. Teacher who told me the principal took steps to see if the allegations
were in fact true. The next day, a temporary aide was assigned to Kevin’s bus. The aide
in question was reassigned to another duty and a new aide was hired the following week
Applicants were screened by the principal, teacher, and special education teacher. The
new aide was required to complete a full-day workshop on working with students with
disabilities. Ms. Teacher told me the principal did follow up and speak to the
grandparent; she is very professional with such matters. I was quite impressed to learn
that Ms. Principal rode the bus on the route Kevin takes home to become better informed
about the issues brought up by the grandmother. She spends an inordinate amount of her
time to acquire the facts whenever she believes students are at risk. However, Ms.
Principal has the capacity to act quickly, for example, acquiring a new temporary aide
the same day she met with the grandmother. Ms. Teacher said the aide would be
monitored and additional conversations were planned with Ms. Principal and the
grandmother. Ms. Teacher said Ms. Principal contacted the central office with regard to
Kevin and the aide, to request a temporary aide, and to keep the administration informed
about the actions taken by the school.
Meeting 3 (Immediately after meeting on May 2; same participants)
The principal asked to have a general review of Kevin’s academic achievement since the
grandmother was present. Kevin’s teacher explained how the inclusion program worked
for Kevin. She showed the grandmother examples of Kevin’s work in reading and math.
Kevin has made significant progress in reading, and his vocabulary tests showed he was
on grade level. Kevin has made progress in math, but has not achieved his goals outlined
in his IEP. The principal asked if Kevin might be released from some part of the day for
additional work in math with an aide. The teacher presented a schedule whereby Kevin
would leave social studies 20 minutes early to gain assistance in a math pull-out
program. The grandmother signed a form, agreeing to this modification of Kevin’s IEP.
The principal explained that the math aides were trained to tutor in math, and they were
undergraduate students from IPFW, working under the direction of a professor in
education. Kevin’s grandmother said Kevin had met the college students and added, “He
really enjoyed their relationship; Kevin looks forward to working with the college
students.”
Exemplar: Activity Log Reflection on Standards
Standard 2: Promotes the success of all students by advocating, nurturing, and
sustaining a school culture and instructional program conducive to student learning
and staff professional growth.
14
What I observed relative to this Standard:
In this situation I saw the principal and teacher work to ensure the growth and
learning of all involved. The teacher was informed and the new aide was given
additional in-service to assist her to help the students. The extent of the in-service
was expanded after the initial aide apparently had problems coping with students.
The school leadership values success of all students, and this directly affects the
school culture. While there was a turnover with bus aides, steps were taken to
ensure that the new aide was interviewed by the teacher, special education
teacher, and principal.
What I gained because of this experience:
Staff development is central to ensuring the school culture is focused on student
learning. We can solve problems partially through staff development and can
contribute to raising the level of competence of staff.
How this log entry demonstrates my ability as a leader to implement this IPSB
standard:
My ability to observe issues and link staff development to solving problems has
been enhanced by observing the principal and the central office. The
communication between the principal and caregivers makes me aware that the
principal’s job is to get the facts and take responsibility for the school culture and
professional growth. I understand that listening and acquiring information are
both a significant challenge and responsibility as a building leader.
Standard 3: Ensures the management of the organization, operations, and resources
for a safe, efficient, and effective learning environment.
What I observed relative to this standard:
Ms. Principal took action quickly to make sure students were safe. The principal
and school corporation took significant time to investigate safety concerns of the
grandparent. The principal even took a ride on the bus to evaluate the situation.
The new aide was hired and given appropriate staff development. The principal
will monitor this situation and is in contact with the central office. The principal
did not take action until she investigated the allegations, but after the facts were
clear, she acted quickly and decisively. These actions by the school central office
and the principal show a strong commitment to ensuring a safe, efficient, and
effective learning environment; their action was commendable.
What I gained because of this experience:
It takes an inordinate amount of time to understand the dynamics of personnel
issues. The principal confirmed her understanding by riding the bus herself. She
was then in a position to take appropriate action. It is important to have all of the
facts, and it is important to be sensitive and open to parental or guardian
concerns.
15
How this log entry demonstrates my ability as a leader to implement this IPSB
standard:
I was involved at the initial stages of the issue, and I was informed about the
solutions about Kevin. I saw the administration effectively address the social,
academic, and emotional development of one student.
Standard 5: Acts with integrity, fairness, and in an ethical manner.
What I observed relative to this standard:
The principal took great pains to listen to the grandmother. She did not make
promises or compromise any employee, but said she would look into the matter
and clearly did so. The aide in question was always treated with respect during
conversations. She had a conversation with the principal after the principal rode
the bus. Confidentiality regarding the aide who was reassigned was apparent,
and this sensitive situation was handled professionally. The grandmother
inquired as to what happened to the first aide, and the principal responded
responsibly stating that, “We take steps to try to find a good match between
students and aides that works well for everyone involved.” The grandmother
appeared to be pleased with the response. I thought Ms. Principal acted with
integrity, fairness, and in a highly ethical manner since there was no clear or
convincing proof the aide really “pushed Kevin,” as the student described the
incident to his grandmother.
What I gained because of this experience:
The principal must remain impartial and fair when gathering facts about issues
related to students and employees. The principal cannot commit until all possible
information is received and confirmed. The principal must at all times keep
information confidential related to personnel issues.
How this log entry demonstrates my ability as a leader to implement this IPSB
standard:
I learned to listen to all parties and to be professional at all times. I gained a
respect for the delicate position the principal is in concerning personnel issues.
Standard 6: Understands, responds to, and influences the larger political, social,
economic, legal, and cultural context.
What I observed relative to this standard:
The aide’s rights were respected based on what I learned in my school law class.
The principal worked appropriately with the central office. The principal was
respectful of the grandmother’s desires, but made a significant effort to learn the
facts before offering a solution. A full time aide for Kevin would be very
expensive. By taking steps to become aware of all of the issues, the principal
found a solution that is effective and affordable for the corporation. The
principal’s level of caring was evident and she contributed to a higher level of
16
confidence for all concerned. The grandmother thinks highly of the school,
according to the teacher, and is now has positive feelings about Kevin’s
education and care.
What I gained because of this experience:
The principal must notify the central office when there are serious allegations
related to personnel. The central office is a valuable resource, and the principal
needs their guidance and counsel.
How this log entry demonstrates my ability as a leader to implement this IPSB
standard:
I saw how a professional works within the system to solve problems. The
grandparent made a request that was very expensive, but in her mind reasonable.
I understand how the principal can accommodate the child within the parameters
within which the schools operate. I understand the relationship between the
central office and building leader better. I saw how a solution was framed that
was efficient, manageable, and workable.
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APPENDIX 2
Exemplar: Course Artifact Reflection
Please Note: This example does NOT represent a complete reflection of the total
portfolio requirements. These are brief examples to demonstrate the format only.
The portfolio will require each Course Artifact Reflection to include significantly
more content to meet passing requirements for the portfolio. In addition, chapter
reflections will require alignment to more than one Standard.
Course Title: AYYY Women in Administration
Date Completed: Spring 2004
Standard 1: Promotes the success of all students by facilitating the development,
articulation, implementation, and stewardship of a vision that is shared by the school
community.
What I gained because of this experience:
It is the responsibility of all public servants to adhere to the laws on equity. The
research on women in administration shows women have clear barriers to in
acquiring and retaining school leadership positions (Brunner, 1999; Gardiner,
Enomoto, & Grogan, 2000; Gupton & Slick, 1996; Hill & Ragland, 1995; Konek
& Kitch, 1994; Shakeshaft, 1989). There is a clear shortage of women in
leadership roles in public schools (Keller, 1999; Helgesen, 1990). Furthermore,
research shows that women generally have dispositions conducive to
collaborative leadership (Helgesen, 1990). Women are needed in school
leadership and generally have been neglected. This case was an example of an
effective female leader.
How this artifact demonstrates my ability as a leader to implement this IPSB
standard:
The vision of the school corporation should not only state the school’s
commitment to gender equity, but model it by assigning women to responsible
leadership positions at the school and at the central office levels. As a school
leader, it will be my responsibility to encourage qualified women to acquire
experience and credentials to be a principal. Furthermore, I understand that
women in administration have the same rights as men. The research on women in
leadership (Shakeshaft, 1989), shows women have the characteristics to lead
effectively to build collaborative relationships to meet challenges. Men and
women may have different views of management. However, women have the legal
right, as well as the ability, to lead.
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APPENDIX 3
Chapters (Planned Practicum Experiences:
Experiences from Which to Select)
Please review the following activities with your cooperating administrator. Put a check
next to the activities you select. Write the date completed next to the selected activities.
A.
SCHOOL IMPROVEMENT INITIATIVES
Participation in the following selected activities:






B.
Becoming familiar with the school and district
school improvement initiatives and P.L. 221
Plan.
Researching NCLB.
Preparing a report for the principal/staff on NCLB.
Disaggregating student achievement test scores
and other indicators of student achievement.
Appraising the culture of the school.
Other_____________________________
Desired
Date Fulfilled
______
_________
______
______
______
_________
_________
_________
______
______
_________
_________
Desired
Date Fulfilled
______
_________
______
______
______
______
______
______
______
______
______
_________
_________
_________
_________
_________
_________
_________
_________
_________
______
______
______
______
______
______
_________
_________
_________
_________
_________
_________
CURRICULUM
Participation in the following selected activities:
















Meet with corporation administrators responsible
for curriculum development.
Evaluating the curriculum operation
Assisting teachers with daily program plans.
Making out the master or class schedule.
Planning curricular changes.
Planning the summer program.
Assisting teachers with children with difficulties.
Working with teachers on a case study.
Planning career days, other guidance efforts.
Developing instructional guides/
resource materials.
Coordinating the testing program.
Evaluating/ selecting new texts.
Developing experimental teaching units.
Improving the library services.
Conducting a demonstration lesson.
Conducting a study of pupil retention and
academic failure.
19


C.
Arranging instruction for children with
special needs.
Other____________________________
______
_________
______
_________
STUDENT SUPPORT SERVICES
Participation in the following selected activities:

























Review and discuss selected pertinent school
practices/board guidelines.
Explore the transitioning of students.
Keeping attendance records/ reports.
Supervising the maintenance of permanent pupil
records.
Evaluating the effectiveness of the
discipline program.
Addressing student conflicts.
Working with juvenile authorities.
Conferring with students on attendance.
Discussing attendance policies with
students and parents.
Planning career days and other guidance initiatives.
Making home visits for truancy or other
serious problems.
Investigating disciplinary cases.
Enrolling new students.
Issuing a student transfer.
Approving an early dismissal.
Approving a student excuse for
absence or tardiness.
Conducting a study of dropouts.
Enforcing student suspension rules
for exceptional children.
Working with student government.
Administering students driving/ parking.
Supervising students in the cafeteria.
Supervising the student transportation
program.
Planning graduation or other formal
programs.
Administering student social activities.
Other______________________________
Desired
Date Fulfilled
______
_________
______
______
______
_________
_________
_________
______
_________
______
______
______
______
_________
_________
_________
_________
______
______
_________
_________
______
______
______
______
______
_________
_________
_________
_________
_________
______
______
_________
_________
______
______
______
______
_________
_________
_________
_________
______
_________
______
______
_________
_________
20
D.
HUMAN RESOURCES
Participation in the following selected activities:

Meet with corporation administrators responsible
for human resource functions.
 Review/discuss school practices/board policies.
 Conducting staff orientation and
opening-of-school activities.
 Assisting teachers with daily program plans.
 Advising teachers regarding classroom
Management.
 Discussing teacher evaluation procedure
with the principal.
 Making a classroom visit and observation.
 Participating in a teacher conference with
cooperating administrator with the agreement
of the teacher.
 Discussing classroom management with
teachers.
 Developing the professional development
plan.
 Planning changes in staff utilization
(e.g. team teaching).
 Assessing staff needs for next year.
 Addressing teacher conflicts.
 Discussing teacher evaluation procedures
with advisor.
 Conducting a faculty meeting.
 Analyzing the work of the school secretary.
 Preparing a report on teacher absences.
 Obtaining teacher substitutes.
 Organizing substitute teacher services.
 Reviewing the custodial schedule.
 Evaluating the work of the
classified employee
 Other
E.
Desired
Date Fulfilled
______
_________
______
______
_________
_________
______
______
_________
_________
______
_________
______
______
_________
_________
______
_________
______
_________
______
_________
______
______
______
_________
_________
_________
______
______
______
______
______
______
______
_________
_________
_________
_________
_________
_________
_________
______
_________
GENERAL ADMINISTRATION
Participation in the following selected activities:




Desired
Assigning students to homerooms and classes.
Developing teacher extra-duty assignments.
Planning fire drills or school evacuations.
Developing a school safety program.
______
______
______
______
Date Fulfilled
_________
_________
_________
_________
21










F.
Planning nursing services.
Estimating enrollment for next year.
Planning new student groupings for next year.
Developing a teacher handbook.
Developing a student policy
handbook.
Developing a policy for student field trips.
Participating in school closing activities.
Developing a supervisory bulletin.
Supervising the completion of district/state
annual reports.
Other______________________________
______
______
______
______
______
_________
_________
_________
_________
_________
______
______
_________
_________
______
_________
______
_________
SCHOOL BUDGET
Participation in the following selected activities:
Desired





G.
______
_________
______
______
_________
_________
______
_________
______
_________
Desired
Date Fulfilled
______
_________
______
______
_________
_________
Desired
Date Fulfilled
______
_________
PARENTS
Participation in the following selected activities:






H.
Determining the expenditure of the
instructional supplies budget.
Inventorying instructional equipment.
Determining the expenditure of the equipment
budget.
Determining specifications for
instructional supplies & equipment.
Other______________________________
Date Fulfilled
Attending a PTA or PTO meeting.
Meeting with parents to gain their perspective
on an issue being addressed or researched.
Communicating with parents on a disciplinary
situation.
Planning a parent visitation program,
open house, etc.
Preparing written reports to parents.
Participate in leading a PTA program.
COMMUNITY RELATIONS
Participation in the following selected activities:

Preparing newsletters summarizing
22





I.
student and staff accomplishments.
Developing an adult education program.
Developing a program of community
volunteers for classrooms.
Coordinating school-community
recreation programs.
Recommending ways of sharing services and
facilities with the community.
Other____________________________
______
______
_________
_________
______
_________
______
_________
Desired
Date Fulfilled
______
_________
______
______
______
_________
_________
_________
______
______
_________
_________
______
______
_________
_________
FACILITIES
Participation in the following selected activities:








Meeting with corporation administrators
responsible for facility management.
Identify and report to the principal any safety issues.
Becoming familiar with safety areas and procedures.
Identifying any facility limitations affecting
Instruction.
Planning new instructional facilities.
Conducting a building and playground
safety check.
Inspecting, evaluating maintained of buildings
Discussing facility needs with the principal,
custodial staff, etc.
23
APPENDIX 4
Chapters (Planned Practicum Activities)
Document Exemplars of Chapter Completion
Documents suitable for indicating completion of the Chapters include, but are not
limited to:
Copies of e-mails pertinent to your activity.
Copies of meeting minutes that demonstrate your leadership.
Copies of agendas that demonstrate your activity.
Pertinent notes from administrators, teachers, parents, or students
A survey you conducted.
Survey results you tabulated.
Reports you prepared for the teachers, principal, or administration.
Copies of IEP’s showing your participation. (Blacken out the name of the
student.)
Copies of discipline reports showing your activity.
Revisions of teacher handbooks, student handbooks, etc. recommended by you to
demonstrate your leadership to initiate revisions.
Board minutes showing your contributions.
Copies of notes pertaining to the master schedule if you participated in the
planning.
Staff orientation documents you authored or revised.
Faculty meeting notes.
Enrollment estimates you assisted in developing.
Copies of staff or teacher observations you conducted with principal
and union permission.
Revision on of any documents with in which you assisted.
Notes on studies you conducted related to truancy, dropouts, or attendance
policies.
Minutes from student government association showing your leadership.
Documents showing your participation in summer school planning.
Classroom management plans you revised.
Any documents showing your evaluation of an activity or program.
Open house brochures with which you assisted.
PTA documents showing your participation.
Documents showing your review of building needs.
24
APPENDIX 5
Exemplar: Chapter (Planned Practicum Experience) Reflection
Please Note: These examples do NOT represent a complete reflection of the total
portfolio requirements. These are brief examples to demonstrate the format only.
The portfolio will require each Chapter Reflection to include significantly more
content to meet passing requirements for the portfolio. In addition, chapter
reflections will require alignment to more than one Standard.
The practicum student worked closely with the principal and the staff, having
individual conversations with staff, students, and administrators; reviewing the current
student handbook; and observing at staff meetings, student meetings, board meetings,
and parent-teacher meetings.
Standard 3: Ensures the management of the organization, operations, and resources
for a safe, efficient, and effective learning environment.
What I gained because of this experience:
My work with the survey on the dress code was extremely helpful to see the issues
faced at the school level. I learned that teachers and parents do not see dress
code issues the same way. In addition (see e-mail from teachers, I found that
there is a difference between what the teachers believe is “appropriate and
respectful” and what is required, as defined by the student handbook.
Furthermore, I learned that the student handbook requires much collaboration,
and it takes an inordinate amount of time to work with all parties to revise dress
codes.
How this chapter demonstrates my ability as a leader to implement this IPSB
standard:
This chapter and the artifacts contained show the evolution of a significant policy
change. The faculty minutes show that the discussion originated with the teachers.
The minutes from the PTA show parental involvement. The board minutes to
revise the student handbook show the governance issues involved. By observing
this issue from the teachers’ meetings to the adoption of the new code by the
board, I have gained awareness and an appreciation for change in rules and
procedures.
25
APPENDIX 6
DPS/ISLLC Standards
Knowledge, Dispositions, Performances
Interstate School Leaders Licensure Consortium: Standards for School Leaders
ISLLC Standards For School Leaders
Standard 1: A school administrator is an educational leader
who 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.
Knowledge
The administrator has knowledge and understanding of:

learning goals in a pluralistic society

the principles of developing and implementing strategic
plans

systems theory

information sources, data collection, and data analysis
strategies

effective communication

effective consensus-building and negotiation skills
Dispositions
The administrator believes in, values, and is committed to:

the educability of all

a school vision of high standards of learning

continuous school improvement

the inclusion of all members of the school community

ensuring that students have the knowledge, skills, and
values needed to become successful adults

a willingness to continuously examine one’s own
assumptions, beliefs, and practices

doing the work required for high levels of personal and
organization performance
26
Performances
The administrator facilitates processes and engages in activities
ensuring that:

the vision and mission of the school are effectively
communicated to staff, parents, students, and community
members

the vision and mission are communicated through the use of
symbols, ceremonies, stories, and similar activities

the core beliefs of the school vision are modeled for all
stakeholders

the vision is developed with and among stakeholders

the contributions of school community members to the
realization of the vision are recognized and celebrated

progress toward the vision and mission is communicated to
all stakeholders

the school community is involved in school improvement
efforts

the vision shapes the educational programs, plans, and
actions

an implementation plan is developed in which objectives and
strategies to achieve the vision and goals are clearly
articulated

assessment data related to student learning are used to
develop the school vision and goals

relevant demographic data pertaining to students and their
families are used in developing the school mission and
goals

barriers to achieving the vision are identified, clarified,
and addressed

needed resources are sought and obtained to support the
implementation of the school mission and goals

existing resources are used in support of the school vision
and goals

the vision, mission, and implementation plans are regularly
monitored, evaluated, and revised
27
Standard 2: A school administrator is an educational leader who promotes the success of all
students by advocating, nurturing, and sustaining a school culture and instructional
program conducive to student learning and staff professional growth.
Knowledge
The administrator has knowledge and understanding of:

student growth and development

applied learning theories

applied motivational theories

curriculum design, implementation, evaluation, and
refinement

principles of effective instruction

measurement, evaluation, and assessment strategies

diversity and its meaning for educational programs

adult learning and professional development models

the change process for systems, organizations, and
individuals

the role of technology in promoting student learning and
professional growth

school cultures
Dispositions
The administrator believes in, values, and is committed to:

student learning as the fundamental purpose of schooling

the proposition that all students can learn

the variety of ways in which students can learn

life long learning for self and others

professional development as an integral part of school
improvement
28

the benefits that diversity brings to the school community

a safe and supportive learning environment

preparing students to be contributing members of society
Performances
The administrator facilitates processes and engages in activities
ensuring that:

all individuals are treated with fairness, dignity, and
respect

professional development promotes a focus on student
learning consistent with the school vision and goals

students and staff feel valued and important

the responsibilities and contributions of each individual
are acknowledged

barriers to student learning are identified, clarified, and
addressed

diversity is considered in developing learning experiences

life long learning is encouraged and modeled

there is a culture of high expectations for self, student,
and staff performance

technologies are used in teaching and learning

student and staff accomplishments are recognized and
celebrated

multiple opportunities to learn are available to all
students

the school is organized and aligned for success

curricular, co-curricular, and extra-curricular programs
are designed, implemented, evaluated, and refined

curriculum decisions are based on research, expertise of
teachers, and the recommendations of learned societies

the school culture and climate are assessed on a regular
basis

a variety of sources of information is used to make
decisions
29

student learning is assessed using a variety of techniques

multiple sources of information regarding performance are
used by staff and students

a variety of supervisory and evaluation models is employed

pupil personnel programs are developed to meet the needs of
students and their families
Standard 3: A school administrator is an educational leader who promotes the success of all
students by ensuring management of the organization, operations, and resources for a
safe, efficient, and effective learning environment.
Knowledge
The administrator has knowledge and understanding of:

theories and models of organizations and the principles of
organizational development

operational procedures at the school and district level

principles and issues relating to school safety and
security

human resources management and development

principles and issues relating to fiscal operations of
school management

principles and issues relating to school facilities and use
of space

legal issues impacting school operations

current technologies that support management functions
Dispositions
The administrator believes in, values, and is committed to:

making management decisions to enhance learning and
teaching

taking risks to improve schools

trusting people and their judgments

accepting responsibility

high-quality standards, expectations, and performances
30

involving stakeholders in management processes

a safe environment
Performances
The administrator facilitates processes and engages in activities
ensuring that:

knowledge of learning, teaching, and student development is
used to inform management decisions

operational procedures are designed and managed to maximize
opportunities for successful learning

emerging trends are recognized, studied, and applied as
appropriate

operational plans and procedures to achieve the vision and
goals of the school are in place

collective bargaining and other contractual agreements
related to the school are effectively managed

the school plant, equipment, and support systems operate
safely, efficiently, and effectively

time is managed to maximize attainment of organizational
goals

potential problems and opportunities are identified

problems are confronted and resolved in a timely manner

financial, human, and material resources are aligned to the
goals of schools

the school acts entrepreneurally to support continuous
improvement

organizational systems are regularly monitored and modified
as needed

stakeholders are involved in decisions affecting schools

responsibility is shared to maximize ownership and
accountability

effective problem-framing and problem-solving skills are
used

effective conflict resolution skills are used

effective group-process and consensus-building skills are
used
31

effective communication skills are used

a safe, clean, and aesthetically pleasing school
environment is created and maintained

human resource functions support the attainment of school
goals

confidentiality and privacy of school records are
maintained
Standard 4: A school administrator is an educational leader who promotes the success of all
students by collaborating with families and community members, responding to diverse
community interests and needs, and mobilizing community resources.
Knowledge
The administrator has knowledge and understanding of:

emerging issues and trends that potentially impact the
school community

the conditions and dynamics of the diverse school community

community resources

community relations and marketing strategies and processes

successful models of school, family, business, community,
government and higher education partnerships
Dispositions
The administrator believes in, values, and is committed to:

schools operating as an integral part of the larger
community

collaboration and communication with families

involvement of families and other stakeholders in school
decision-making processes

the proposition that diversity enriches the school

families as partners in the education of their children

the proposition that families have the best interests of
their children in mind
32

resources of the family and community needing to be brought
to bear on the education of students

an informed public
Performances
The administrator facilitates processes and engages in activities
ensuring that:

high visibility, active involvement, and communication with
the larger community is a priority

relationships with community leaders are identified and
nurtured

information about family and community concerns,
expectations, and needs is used regularly

there is outreach to different business, religious,
political, and service agencies and organizations

credence is given to individuals and groups whose values
and opinions may conflict

the school and community serve one another as resources

available community resources are secured to help the
school solve problems and achieve goals

partnerships are established with area businesses,
institutions of higher education, and community groups to
strengthen programs and support school goals

community youth family services are integrated with school
programs

community stakeholders are treated equitably

diversity is recognized and valued

effective media relations are developed and maintained

a comprehensive program of community relations is
established

public resources and funds are used appropriately and
wisely

community collaboration is modeled for staff

opportunities for staff to develop collaborative skills are
provided
Standard 5: A school administrator is an educational leader who promotes the success of all
33
students by acting with integrity, fairness, and in an ethical manner.
Knowledge
The administrator has knowledge and understanding of:

the purpose of education and the role of leadership in
modern society

various ethical frameworks and perspectives on ethics

the values of the diverse school community

professional codes of ethics

the philosophy and history of education
Dispositions
The administrator believes in, values, and is committed to:

the ideal of the common good* the principles in the Bill of
Rights

the right of every student to a free, quality education

bringing ethical principles to the decision-making process

subordinating one’s own interest to the good of the school
community

accepting the consequences for upholding one’s principles
and actions

using the influence of one’s office constructively and
productively in the service of all students and their
families

development of a caring school community
Performances
The administrator:

examines personal and professional values

demonstrates a personal and professional code of ethics

demonstrates values, beliefs, and attitudes that inspire
others to higher levels of performance

serves as a role model

accepts responsibility for school operations

considers the impact of one’s administrative practices on
34
others

uses the influence of the office to enhance the educational
program rather than for personal gain

treats people fairly, equitably, and with dignity and
respect

protects the rights and confidentiality of students and
staff

demonstrates appreciation for and sensitivity to the
diversity in the school community

recognizes and respects the legitimate authority of others

examines and considers the prevailing values of the diverse
school community

expects that others in the school community will
demonstrate integrity and exercise ethical behavior

opens the school to public scrutiny

fulfills legal and contractual obligations

applies laws and procedures fairly, wisely, and
considerately
Standard 6: A school administrator is an educational leader who promotes the success of all
students by understanding, responding to, and influencing the larger political, social,
economic, legal, and cultural context.
Knowledge
The administrator has knowledge and understanding of:

principles of representative governance that undergird the
system of American schools

the role of public education in developing and renewing a
democratic society and an economically productive nation

the law as related to education and schooling

the political, social, cultural and economic systems and
processes that impact schools

models and strategies of change and conflict resolution as
applied to the larger political, social, cultural and
economic contexts of schooling

global issues and forces affecting teaching and learning

the dynamics of policy development and advocacy under our
35
democratic political system

the importance of diversity and equity in a democratic
society
Dispositions
The administrator believes in, values, and is committed to:

education as a key to opportunity and social mobility

recognizing a variety of ideas, values, and cultures

importance of a continuing dialogue with other decision
makers affecting education

actively participating in the political and policy-making
context in the service of education

using legal systems to protect student rights and improve
student opportunities
Performances
The administrator facilitates processes and engages in activities
ensuring that:

the environment in which schools operate is influenced on
behalf of students and their families

communication occurs among the school community concerning
trends, issues, and potential changes in the environment in
which schools operate

there is ongoing dialogue with representatives of diverse
community groups

the school community works within the framework of
policies, laws, and regulations enacted by local, state,
and federal authorities

public policy is shaped to provide quality education for
students

lines of communication are developed with decision makers
outside the school community
36
37