Practicum & Capstone Principal Handbook
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Viterbo University - 2015-2017
Capstone & Practicum in Education Leadership
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Capstone & Practicum Handbook Table of Contents
Selection I
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Select II
Pages 3-5
Selecting a Mentoring – Page 3
Forms Needed by end of Dec. 2015– Page 3
The Goals of the Practicum Are: - Page 4
The Benefits of the Practicum Experience – Page 4
The Process to Fulfill Practicum Expectations/Requirements – Page 4
Unique Possibilities – Page 5
Appendices Pages – 4-42
Appendix A – Agreement Form – Page 6
Appendix B – Application Form – Page 7
Appendix C – Resume Form – Page 8
Appendix D – Prospectus - Practicum Activities – Pages 9-30
Appendix E – Sample Format – Log/Journal – Will be sent via e-mail upon request
Appendix F – Honorarium Form –Page 31
Appendix G – Spring 2016 – Mid –Semester Evaluation Form – Page 32
Appendix H – Spring 2016 – Final Practicum Evaluation Form – Page 33
Appendix J – Verification forms – page 36
Appendix k– Expectations for Principal Practicum /Capstone – Page 42
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Introduction to Capstone & Practicum Experience
This Handbook is designed to give you directions on your practicum & capstone, the practical side of your aspiring principal preparation program and final
project (capstone). The Department of Public Instruction (DPI) requires all candidates for an administrative license to complete a practicum. It is similar to your
student teaching experience as preparation for your teaching license. The difference is that you will complete the practicum and continue your teaching
responsibilities. The other part of the practicum is that we believe it is essential to start working with your mentor for longer than the final semester. Just as
universities are now getting prospective teachers in schools/classrooms much sooner through clinical supervision, we believe it is critical that we get you
working with the mentor (practicum supervisor /administrators) in your building/district as soon as possible. You are encouraged to begin your practicum
activities starting the 2nd course of your program.
FYI
There is a $150 stipend (Spring Semester 2016) attached to this course to cover the cost of your Viterbo Practicum instructor to travel to your school site
(mileage) twice during this semester, and provide your building mentor with a $100 honorarium. This will be included with your tuition for this course EDUL
767.
1) Selecting a Mentor
Who would you like to work with over the course of the remaining semesters of this program? When making your decision, you need to choose someone who is:
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a licensed principal.
truly interested in working with you in a collaborative manner.
willing to assist with the selection of practicum activities and provide some coaching advice, to begin with, to continue and upon completion of the
activity/project.
 willing to dialogue with you on any number of administrative topics that are critical to being a good principal.
 willing and able to give you verbal and written feedback and then during the actual practicum course provide two written evaluations which are
included in the appendix.
 able to meet with your Viterbo University advisor to discuss your progress in the program.
2) Forms Needed –[ by the end of Dec. 2015]
 The Agreement form – Appendix A
 The Application – Appendix B
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 Mentors Resume – Appendix C or a recent resume of his/her own
 Practicum Activity List – Appendix D
You must complete some activities at, at least two levels, i.e., if you are elementary teacher, then you need to complete some activities at the high school level
and vice versa. If you are middle school teacher you can chose either an elementary school or a high school for your second level. The reason for this is that your
principal’s license will be a Pk-12 principal license and therefore you need to have experiences at more than one level.
3) The Goals of the practicum are:
 to complete an activity aligned to each of the WI Content Guidelines which will demonstrate your understanding
 to align activities with the different semesters during the school year, previously the practicum activities were all done during the spring semester of
the student’s last semester, the problem with this was that any number of activities could not be completed because of the timing of what happens
when in a school
 to develop the skills, dispositions & performances aligned to standards
 to develop a working knowledge of a number of management activities; such as
o a building budget
o scheduling the students in a school
o being familiar with building maintenance
o being updated on the building safety/crisis plan
√ to keep your electronic portfolio up to date –follow the form suggested in appendix E

to summarize the activities and your reflection of them as part of your course portfolio – The score sheet for the practicum portfolio is contained in
appendix I
4) The Benefits of the Practicum Experience
 Benefits to mentees
o Guidance and support during your progression through the program at the building level
o Increased self-confidence
o Encouragement to take risks to achieve the skills and disposition needed to meet initial principal levels
o Opportunities to discuss professional issues with a veteran administrator
o Promotes networking
o Experience the actual duties of a building principal
5) Process to fulfill Practicum Expectations/Requirements
A) Fall of 2015 – prior to Jan. 30, 2016
 First and foremost choose a mentor – using the guidelines in 1) Selecting a Mentor
 Set up an hour meeting with your mentor:
o Bring these forms to the meeting:
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o
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 Prospectus form in Appendix D
 Application for the practicum form Appendix B
 Agreement for the practicum form Appendix A
Establish regular meeting times for the summer, fall and spring terms
Develop an electronic portfolio with your Application, Agreement, Mentor Resume and Prospectus which includes pages 10-26 of your
handbook. Your prospectus is a plan as to the activities you are going to complete to fulfill the minimum 150 hours of activities required by
the DPI.
 The website of this electronic portfolio needs to be provided to your Viterbo program director. He/she will check over your portfolio
paperwork and if it is appropriate, you will receive a letter of acceptance which needs to be included in your electronic portfolio.
 Artifact (notes from activities) need to be included in your electronic portfolio as indicated in appendix E.
B) Discussion Questions for Mentor and Mentee
o How can you support each other goals?
o What mentor/mentee relationship is going to work for both of you?
o The preparation of aspiring principals has shifted with the adoption of the ISLLC standards from management and administration to learning
and school improvement. With that in mind how can you work together to implement strategies for improving teaching and learning
including putting programs and improvement efforts into action; developing a vision and establishing clear goals; providing direction in
achieving stated goals; encouraging others to contribute to goal achievement; and securing commitment to a course of action from
individuals and groups.
Examples of Mentor/Mentee Practicum Agreement:
 We commit to the following shared goals and processes:
o To deliberately mange our relationship so that we both grow
o To maintain open, honest, and consistent communication with one another.
o To meet on a scheduled, bi-monthly basis for mentoring conversation based on the content of your assignment this semester and/or school
o To meet on a quarterly basis to review the mentees goals and professional growth in a conscious effort to expand the mentee range of
knowledge and experiences.
 Mentee needs to keep up his/her electronic portfolio
o Sample format is included in appendix E
 Your job is to sit down with your mentor and agree on the activities that would be beneficial for you and the school. When this is agreed on it is a
win-win. You would be learning something that would assist you in your course of study and it would assist the school.
6) Unique Possibilities
 If there is some project that your school is involved in and can be aligned, please don’t hesitate to request a modification. If the project is a relatively
significant in time, energy and effort and runs from the start of the year until the end this again could be a win-win.
o Please write this up, with an indication of how the different standards are being met.
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Appendix A
Viterbo University
Department of Educational Leadership
Practicum Site Agreement
At all sites, the student receives individual supervision from a qualified professional who (a) has a current principal's endorsement/license and (b)
agrees to coordinate, manage, and/or administrate the student’s professional preparation activities at the site. This person is referred to as the Local
Building Mentor (LBM). Individual Mentoring involves an average of one hour per week of one to one supervision between the student and the
LBM, and is provided in addition to the student's practicum related activities as outlined in the practicum prospectus.
Student: Click here to enter text.
Course: EDUC 767 Practicum in Educational Leadership
Email Address Click here to enter text.
Phone# Click here to enter text.
Local Mentor (LM) Name:
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Email Address: Click here to enter text.
Phone# Click here to enter text.
Name and Address of Mentoring Main Site: Click here to enter text.
Address Click here to enter text.
City Click here to enter text.
StateClick here to enter text.
Zip Click here to enter text.
Authorization: Your signature below indicates authorization for the student identified above to participate in an educational leadership practicum at your site as
well as your commitment to serve as the Local Building Mentor for that student.
Local Building Mentor Signature:
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Date: Click here to enter a date.
Student’s Signature: Click here to enter text.
Date:
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Viterbo Advisor Signature: Click here to enter text.
Date: Click here to enter a date.
This form is to be completed, signed by you (the student), your mentor and your Viterbo supervisor.
This form should be scanned and included in your electronic portfolio.
Send to Scott Mihalovic: slmihalovic@viterbo.edu
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Appendix B
Viterbo University
Department of Educational Leadership
Practicum Application Form
Complete this form and return it to the Director of the Program at Viterbo, make sure you keep a copy and share on with your mentor.
It then can be scanned and included in your electronic portfolio.
Student: Click here to enter text.
Date
Home Address: Click here to enter text.
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Street
Phone:
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Click here to enter a date.
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City
State
Home Click here to enter text.
Email Click here to enter text.
(Work)
Practicum Course Number and Abbreviation: EDUC 767
Please type or print the complete name(s) of the site(s) to which you want to apply for this practicum.
1. Site Name:
Address:
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City
2. Site Name:
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Address:
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City
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State
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State
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Zip
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Zip
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Zip
Appendix C
Viterbo University
Mentor Resume
Note: If a Mentor has a resume, a copy of such may substitute for this form.
This also needs to be included in your electronic portfolio.
Personal Data
Email Click here to enter text.
Name Click here to enter text.
Title
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Phone
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School Address____________________ __________________________________, ______________________________________________
Education - College/University
License
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Grad. Year
Issuing State
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License
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,
Position Click here to enter text.
School
Position
School Click here to enter text.
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Issuing State
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Degree
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Expiration
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Expiration
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Years
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Years Click here to enter text.
Appendix D
Practicum/Capstone Activity List & WI Content Guidelines for Principal Licensure
Name
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Mentor
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Date
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Below is list of activities under each of the WAS 2-7, (Standard 1 is integrated into the other standards). You and your local mentor are to select
relevant activities under each standard that align to the WCG. You will be expected to complete an activity for each of the WCG by the end of your
practicum course which you will register for during your last semester for the principal license (unless an exception is granted by the program
Director).
You need to complete some activities at the elementary and high school or the middle school and either the high school or elementary level. The
point is that, it is important to have experiences at, at least two levels because your license will be a PK-12 license.
Once you have agreed on the activities for each standard, and your local mentor has signed (initials) off, please scan and return this document
along with the agreement form, the application and mentor resume to the Director at Viterbo University, these documents should be included in
our electronic portfolio. Your electronic portfolio needs to be shared with your Viterbo advisor.
You should start these activities during the second semester of the program to ensure they are completed by the end of the program.
Wisconsin Administrative Standard (WAS) 1 (the teaching standards) is incorporated into the WCG’s. WAS 3 is the first standard with the
Teaching Standards incorporated into it (you need one activity completed for the listing of teaching standards) .
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Wisconsin Content Guidelines for Principals aligned with WAS.
WAS 2 – The Administrator leads by facilitating the development , articulation, implementation, and stewardship of a vision of learning that is shared by the
local community.
Covered in Courses EDUL 634, 635, 636, 640
Listed below are activities that can be completed to demonstrate
your understanding of the WI Content Guidelines (WCG). The
letter(s) at the end indicate the WCG that it is aligned to.
Indicate what
Content
Guideline this
will align with
Local
Number
Mentor
Of
Initials
Approximate
Hours for
this Activity
Level –
H.S., M.S.,
Elemen.,
Dist.
1. On committee to develop and/or review District &/or School
Vision/Mission – A
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2. Evaluate present Vision/Mission & Goals and propose a process to
modify, if needed - A
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3. Served on District &/or School Improvement committee – H & B
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4. Served on District &/or School Data retreat team – H & D
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5. Collected data and assisted with its analysis to see if benchmark
goals were being met - C
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6. Analyze Test Data to Improve Instruction – F*
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7. Served a committee to plan and implement the new site plan - G
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8. Met with school community to share data analysis aligned to the
vision/mission – E
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9. Assist with the development of assessment instruments to
ascertain school attainment and/or growth toward
goals/benchmarks – E
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10. Principal for a Day (Note – can be broken up over several days) –
A
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11. Analyze Data on WISEdash website and share information with
appropriate school community members – G,B
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12. Completed course assignments aligned to guideline – indicate
appropriate essential question & course A, B, C, D, E, F, G, H
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13. Other activities unique to your district
_____________________________________ A, B, C, D, E, F, G, H
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There will be a separate document entitled “Practicum Verification Form for Principals” that can be included in your file at Viterbo.
A Wisconsin principal will demonstrate proficient performance in the following:
Content Guidelines for WAS 2
A. Use collaborative process for developing and implementing a
vision for student learning
B. Align the School’s Vision with the district and community at
large.
C. Communicate and build support for vision with stakeholders.
D. Support the vision by creating a results-oriented focus to
increasing student achievement.
E. Use data to inform the development, support and evaluation
of a shared vision and mission.
F. Lead the process of setting and monitoring the goals based
on the vision.
G. Lead the change process to increase student achievement.
H. Construct and implement evaluation processes to assess the
effectiveness of the school’s vision and progress toward goals
Local Mentor Verification Signature indicating an activity was
completed which demonstrate an understanding of the content
guidelines.
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WAS 3: The administrator leads by advocating, nurturing and sustaining a school culture and instructional program conducive to pupil
learning and staff professional growth
Covered in Courses EDUL 634, 635, 636, 639,640
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Listed below are activities that can be completed to demonstrate
your understanding of the WI Content Guidelines (WCG). The
letter(s) at the end indicate the WCG that it is aligned to.
Indicate
what
Content
Guideline
this will
align with
Local
Mentor
Initials
Number
Of
Approximate
Hours for
this Activity
Level –
H.S.,
M.S.,
Elemen.,
Dist.
1. Use/ participated in a schools CSI process /system: School
Improvement team, NCA, Baldrige (A/H)
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2. Examine the new common core standards; curriculum,
instruction, assessment - B/E, TS
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3. Suggest & Provide information on Effective Teaching Strategies –
C, TS
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4. Serve on a committee dealing with school RTI Tiered Activities –
C, TS
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5. Collaborate to Identify and Assess “At-Risk” Students’ Needs &
Placement if needed – D, TS
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6. Plan Educational Programs for Exceptional and Diverse Students –
C/E
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7. Appraise the RTI/Differentiation framework to address diverse
learning needs -C/E/G, TS
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8. Assist with the Understanding, Implementation and analysis of
Data of PBIS -C
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9. Research & Inspect formal teacher evaluation process and how it
improves student learning -A
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10. Construct/implement a professional development plan that is
aligned with CSI plan -F
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11. Serve on a Climate/Culture Committee – Staff Development
committee -A
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12. Become a mentor to a new teacher in the school/district – D, TS
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13. Prepare a report on the school for the Board of Education and/or
Community Group – H
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14. Attend a Professional Conference and present concepts to
colleagues – F
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15. Assist with the Development of PLC’s in your school or other
collegial program – F
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16. Investigate root cause analysis affecting student achievement of
a particular group of students in your building - B
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17. Other Activities Unique to your school/district
____________________________________ A, B,C, D, E, F
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18. Complete course assignments aligned to content guidelines and
indicate appropriate Essential Questions and the course it was used
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19. Other activities unique to your district
_____________________________________ A, B, C, D, E, F, G, H
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A Wisconsin principal will demonstrate proficient performance in the following:
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There will be a separate document entitled “Practicum Verification Form for Principals” that can be included in your file at Viterbo.
Local Mentor Verification Signature indicating an
activity was completed which demonstrate an
understanding of the content guideline.
A. Establish high expectations and build organizational systems that result
in high performing schools
B. Create and implement comprehensive, rigorous coherent curricular
program based on WI. Model Academic Standards
C. Establish a learning environment with instructional programs that meet
diverse learning needs/interest of students and leads to increased
student achievement
D. Supervise instruction and provide support to insure staff is increasing
achievement for every student
E. Facilitate and supervise staff in the design and use of standards based
assessment to evaluate student learning, indentify interventions, report
student progress, and increase student achievement.
F. Promote a collegial learning culture that supports on- going professional
development focused on achievement for every student
G. Monitor the use of differentiated strategies, materials, and
technologies to maximize instructional time and to ensure high levels of
achievement
H. Monitor and evaluate the impact of instructional program for
continuous improvement to assure high levels of student achievement
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Teacher Standards 1. Understands the central concepts, tools of inquiry, and
structures of the disciplines he or she teaches and can create learning experiences that
make these aspects of subject matter meaningful for pupils.
Teaching Standard 2. Understands how children with broad ranges of ability learn and
provides instruction that supports their intellectual, social, and personal development.
Teaching Standard 3. Understands how pupils differ in their approaches to learning and
the barriers that impede learning and can adapt instruction to meet the diverse needs of
pupils, including those with disabilities and exceptionalities.
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Teaching Standard 4- Understands and uses a variety of instructional strategies,
including the use of technology to encourage children’s development of critical thinking,
problem solving, and performance skills.
Teaching Standard 5- Uses understanding of individual and group motivation and
behavior to create a learning environment that encourages positive social interaction,
active engagement in learning, and self-motivation.
Teaching Standard 7 - Organizes and plans systematic instruction based upon knowledge
of subject matter, pupils, the community, and curriculum goals.
Teaching Standard - 8 Uses formal and informal assessment strategies to evaluate and
ensure the continuous intellectual, social, and physical development of the pupil.
WAS 4 – The Administrator ensures management of the organization, operations, finances, and resources for a safe,
efficient, and effective learning environment.
Covered in courses EDUL 635, 636, 638, 639, 640
Listed below are activities that can be completed to demonstrate
your understanding of the WI Content Guidelines (WCG). The
letter(s) at the end indicate the WCG that it is aligned to.
Indicate what
Content
Guideline this
will align with
1. Assisted in the development of the master’s schedule and/or
supervision schedule. –A/F
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2. Served on a school hiring process from the beginning to the end
for employees on two different levels (teachers, custodians, cooks
etc.)- B
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Local
Mentor
Initials
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Number
Of
Approximate
Hours for
this Activity
Level –
H.S., M.S.,
Elemen.,
Dist.
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3. Recommend possible modifications and/or changes to the present
evaluation process - B
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4. Serve on a committee to review (update) present safety plan, run
a mock lock down, fire drill or similar crisis situation –C, TS
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5. Assist in the allocation of money to different departments, levels
as part of the budgeting process D, TS
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6. Understand the process of requesting materials through to the
payment of the bill (P.O to payment of bill) -D
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7. Review, update, monitor at least three different jobs in a school
(custodian, teacher assistant, secretary, cook, nurse ..) -B
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8. Review the activities at a school that occur outside the regular
school day & there alignment with the school mission -G
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9. Describe a system used to distribute leadership to enhance
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learning and empower staff – H.
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10. Assist with implementation/development of RTI/PBIS or Student
Management Program -F
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11. Complete course assignments aligned to content guidelines and
indicate appropriate Essential Questions and the course it was used
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text.
12. Other activities unique to your district
_____________________________________ A, B, C, D, E, F, G, H
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There will be a separate document entitled “Practicum Verification Form for Principals” that can be included in your file at Viterbo.
A Wisconsin principal will demonstrate proficient performance in the following :
Local Mentor Verification Signature indicating an activity
Standard 4 Content Guidelines
was completed which demonstrate and understanding of
the content guideline.
A. Develop, align, monitor, and evaluate management systems through
Click here to enter text.
short and long-term strategic planning processes to focus on student
achievement
B. Recruit, select, induct, evaluate, supervise and retain highly qualified
Click here to enter text.
staff to support effective instructional practices that lead to high levels
of student achievement
C. Establish and sustain a safe, efficient, healthy and productive school
Click here to enter text.
environment that nurtures student achievement and supports the wellbeing of students, staff, families and community
19
D. Identify, obtain, allocate, and monitor appropriate funds and other
resources for the short and long-term educational needs of the
students and staff.
E. Model effective communication, decision-making, time management
and current technology practices for school management and business
procedures.
F. Ensure teacher and organizational time is focused to support effective
instruction to increase student achievement
G. Manage all aspects of the educational organization, including cocurricular and extra-curricular school programs
H. Establish and sustain distributed leadership to increase the
achievement of all students
Click here to enter text.
Teaching Standard 6. Uses effective verbal and nonverbal communication techniques as well
as instructional media and technology to foster active inquiry, collaboration, and supportive
interaction in the classroom.
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Aligns with Administrator Standard: (4) Management
WAS 5: The administrator models collaborating with families and community members, responding to diverse community
interests and needs, and mobilizing community resources.
Covered in course EDUL 635
Listed below are activities that can be completed to demonstrate
your understanding of the WI Content Guidelines (WCG). The
letter(s) at the end indicate the WCG that it is aligned to.
Indicate what
Content
Guideline this
will align with
Local
Mentor
Initials
Number Of
Approximate
Hours for
this Activity
Level –
H.S., M.S.,
Elemen.,
Dist.
1. Arrange a school/community wide event; student/parent
orientation, PTO meeting, member of community organization, etc.A ,TS
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enter text.
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to enter
text.
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enter text.
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to enter
text.
2. Assist with the development/planning of School-Community
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Program – A
enter text.
to enter
text.
enter text.
3. Work with planning meetings with the PTA/PTO or similar
organizations – G, TS
Click here to
enter text.
Click here
to enter
text.
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enter text.
4. Assist with the development of a relationship between the school
and a business/organization partnership – A
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enter text.
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to enter
text.
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enter text.
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to enter
text.
5. Prepare a News Release & become familiar with the
process/guidelines – G
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enter text.
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to enter
text.
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enter text.
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to enter
text.
6. Oversee Volunteer Program – Hours/Placement/Recruitment – C
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enter text.
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to enter
text.
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enter text.
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to enter
text.
7. Work in the School office taking phone calls from the parents
and/or community members – G
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enter text.
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to enter
text.
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enter text.
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to enter
text.
8. Survey community to elicit recommendations – B
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enter text.
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to enter
text.
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enter text.
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to enter
text.
9. Develop program to improve parent involvement in schools – E/F
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enter text.
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to enter
text.
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enter text.
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to enter
text.
10. Join/Facilitate/Start Culturally Proficient organization to assist
school and community – E, TS
Click here to
enter text.
Click here
to enter
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enter text.
Click here
to enter
21
to enter
text.
text.
text.
11. Review and make recommendation on School celebrations
aligned with ethnic composition of community – F
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enter text.
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to enter
text.
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enter text.
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to enter
text.
12. Develop orientation program, video production, website and
printed material to ensure a welcoming message to families new to
the community/school – C
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enter text.
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to enter
text.
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enter text.
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to enter
text.
13. Welcome and assist substitute teachers start the day – G
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enter text.
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to enter
text.
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enter text.
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to enter
text.
14. Present the school program to community organizations – G
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enter text.
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to enter
text.
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enter text.
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to enter
text.
15. Ensure all ethnic, socioeconomic and diverse community groups
are recognized and included in school activities –E
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enter text.
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to enter
text.
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enter text.
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to enter
text.
17. Contact or Access Community Resources to Provide
Family/Student enrichment – C
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enter text.
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to enter
text.
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enter text.
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to enter
text.
18. Review and/or establish family, community, business,
institutional , and/or civic organization – D
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enter text.
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to enter
text.
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enter text.
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to enter
text.
19. Assess academic/career guidance and decision-making – B
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enter text.
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to enter
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to enter
16. Plan and conduct a school fund-raiser – G
22
text.
text.
20. Write letter to the editor of the local paper – TS, A
Click here to
enter text.
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to enter
text.
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enter text.
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to enter
text.
21. Organize an environment of “cultural proficiency” that impacts
student learning (B/C/E/H)
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enter text.
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to enter
text.
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enter text.
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to enter
text.
22. Analyze school/community /family resources that assist with
student learning - D
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enter text.
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to enter
text.
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enter text.
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to enter
text.
23. Create programs or activities that recognize the unique diverse
culture of your school/community - F
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enter text.
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to enter
text.
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enter text.
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to enter
text.
24. Plan multiple forms of communication with stakeholders
(students, staff, parents, community) through technology, focus
groups, one on one, large/small group meetings, media, etc. -G
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enter text.
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to enter
text.
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enter text.
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to enter
text.
25. Assist with promoting and implementing a multi-cultural
curriculum that re-enforces diversity in the school/community - H
Click here to
enter text.
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to enter
text.
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enter text.
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to enter
text.
26. Completed course assignments aligned to content guidelines and
indicate appropriate essential questions and course that reinforces
guideline.
Click here to
enter text.
Click here
to enter
text.
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enter text.
Click here
to enter
text.
27. Other activities unique to your district
_____________________________________ A, B, C, D, E, F, G, H
Click here to
enter text.
Click here
to enter
text.
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enter text.
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to enter
text.
23
There will be a separate document entitled “Practicum Verification Form for Principals” that can be included in your file at Viterbo.
A Wisconsin principal will demonstrate proficient performance in the following:
Standard 5 Content Guidelines
A. Attend, facilitate, participate in school wide community events
B. Involve diverse community groups to develop trust,
support/implement programs and services to increase student
achievement
C. Identify and use diverse community resources to develop and
improve programs and partnerships and to meet the needs of all
students and stakeholders
D. Collaborate with families, community, service providers, and other
key decision-makers to increase student achievement
E. Recognize, respect and respond to the needs of diverse families and
community groups
F. Create and sustain celebrations, traditions, and customs that promote
awareness of and respect for diversity
G. Employ multiple communication strategies to engage and collaborate
effectively with all stakeholders
H. Use culturally-responsive practices that acknowledge and value
diversity
Teaching Standard 1-Understands the central concepts, tools of inquiry, and structures
of the disciplines he or she teaches and can create learning experiences that make
these aspects of subject matter meaningful for pupils.
Local Mentor Verification Signature indicating an activity was
completed which demonstrate an understanding of the content
guideline.
Click here to enter text.
Click here to enter text.
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Aligns with Administrator Standard: (3) Instructional Program, (5)
Family/community Relations and (7) Context
Teaching Standard 3 - Understands how pupils differ in their approaches to learning
and the barriers that impede learning and can adapt instruction to meet the diverse
needs of pupils, including those with disabilities and exceptionalities.
Aligns with Administrator Standard: (3) Instructional Program, (5) Family/Community
Relations, and (7) Context
Teaching Standard 9 Is a reflective practitioner who continually evaluates the effect of his
or her choices and actions on pupils, parents, professionals in the learning community
and others and who actively seeks out opportunities to grow professionally.
24
Aligns with Administrator Standard: (5) Family/Community Relations, and (6)
Ethics
Teaching Standard 10 Fosters relationships with school colleagues, parents, and
agencies in the larger community to support pupil learning and well being and who acts
with integrity, fairness and in an ethical manner.
Aligns with Administrator Standard: (5) Family/Community Relations, (6) Ethics,
and (7) Context
WAS 6 – The Administrator acts with integrity, fairness, and in an ethical manner (Ethics).
Covered in courses – EDUL 634, 635, 638, 639
Listed below are activities that can be completed to demonstrate your Indicate what
understanding of the WI Content Guidelines (WCG). The letter(s) at
Content
the end indicate the WCG that it is aligned to.
Guideline this
will align with
1. Participate on a committee to write, implement, monitor the
school’s RTI and/or PBIS programs -A
Click here to
enter text.
2. Serve on a committee to review the performance of sub-groups on
standardized assessments – B, C
Click here to
enter text.
3. Reviewed the disciplinary, attendance and special education
records for disproportionality - B Local Mentor Verification Signature
indicating an activity was completed which demonstrate and
understanding of the content guideline.
4. Review school policies as part of a committee to ensure
confidentiality guidelines are followed along with a culture of trust – C
Click here to
enter text.
Click here to
enter text.
25
Local
Mentor
Initials
Number
Of
Approximate
Hours for
this Activity
Level –
H.S., M.S.,
Elemen.,
Dist.
Click here
to enter
text.
Click here
to enter
text.
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to enter
text.
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to enter
text.
5. Conduct a climate survey of your school, internal or external or
both. - B
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enter text.
6. Describe the decision-making process used in your school – E
Click here to
enter text.
7. Analyze the extended day activities, clubs, tutoring, academic , the
arts, athletics – T.S
Click here to
enter text.
8. Complete other activities unique to your school – A – E
Click here to
enter text.
9. Oversee the IEP process from start to finish for a student - D
Click here to
enter text.
10. Complete course assignments aligned to content guidelines and
indicate appropriate Essential Questions and the course it was used
Click here to
enter text.
11. Other activities unique to your district
_____________________________________ A, B, C, D, E, F, G, H
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enter text.
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to enter
text.
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text.
There will be a separate document entitled “Practicum Verification Form for Principals” that can be included in your file at Viterbo.
A Wisconsin principal will demonstrate proficient performance in the following:
Standard 6 Content Guidelines
A. Formulate a building-level leadership platform grounded in
ethical standards and practices that promotes a sense of urgency
Local Mentor Verification Signature indicating an activity was
completed which demonstrate and understanding of the content
guideline.
Click here to enter text.
26
B.
C.
D.
E.
for increasing achievement for every student.
Develop, implement and evaluate school policies, programs and
practices that ensure social justice, equity, confidentiality,
inclusion and respect between and among students, parents,
faculty, and the community to support student achievement.
Know, understand, and articulate the relationships among social
justice, culture and student achievement and promote programs
to address inequities within the school community.
Act with justice and fairness in applying federal laws, state laws
and district policies as related to educational issues.
Model principles of self-awareness, reflective practice,
transparency, and ethical behavior.
Click here to enter text.
Click here to enter text.
Click here to enter text.
Click here to enter text.
Teaching Standard 10 - Fosters relationships with school colleagues, parents, and
agencies in the larger community to support pupil learning and well being and who
acts with integrity, fairness and in an ethical manner.
Click here to enter text.
Aligns with Administrator Standard: (5) Family/Community Relations, (6)
Ethics, and (7) Context
WAS 7: The administrator understands, responds to, and interacts with the larger political, social, economic, legal, and
cultural that affects schooling.
Covered in courses EDUL – 637, 638, 639
Listed below are activities that can be completed to demonstrate your Indicate what
understanding of the WI Content Guidelines (WCG). The letter(s) at
Content
the end indicate the WCG that it is aligned to.
Guideline this
will align with
Local
Mentor
Initials
Number
Of
Approximate
Hours for
this Activity
Level –
H.S., M.S.,
Elemen.,
Dist.
1. Discuss with local, state, or federal decision makers to enhance
student learning (A).
Click here
to enter
Click here to
enter text.
Click here
to enter
Click here to
enter text.
27
text.
2. Devise equitable and cultural curriculum, instruction and
assessment in the school (B).
Click here to
enter text.
3. Practice/model respect for all students/staff through personal
actions (C).
Click here to
enter text.
4. Identify emerging trends in education with stakeholders (D).
Click here to
enter text.
5. Interpret the legal issues and policies that impact the
school/community (E).
Click here to
enter text.
6. Assess school issues that have a political, social, cultural, economic,
and historical impact (F).
Click here to
enter text.
7. Completed course assignments aligned to content guidelines and
indicate appropriate essential questions and course that reinforces
guideline.
Click here to
enter text.
8. Write, email, call or meet with area legislators in an order to
influence and/or update policy A
Click here to
enter text.
9. Evaluate School Programs for Political, Cultural, Economic and Legal
Correctness B
Click here to
enter text.
10. Actively participate in Cultural Events, Organizations and/or
conferences – C
Click here to
enter text.
11. Write a letter to the editor to inform public on an educational
Click here to
28
text.
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to enter
text.
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to enter
text.
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issue - D
enter text.
12. Write a letter for publication in a professional magazine - D
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enter text.
13. Receive and read “Legal Clips” on at least a weekly time frame - E
Click here to
enter text.
14. Read articles on Current trends and issues in a couple of
professional organization magazines – D
Click here to
enter text.
15. Review/Develop/Apply Anti-Harassment Policy and Strategies
Bullying Policy – C
Click here to
enter text.
16. Actively participate in professional contract negotiations – E
Click here to
enter text.
17. Lesson plan for a class and unit – T.S.
Click here to
enter text.
18. Meeting – Correspondence with Parent/Guardian – T.S.
Click here to
enter text.
19. Other Activities unique to your school ____________________ A,
B, C, D, E
Click here to
enter text.
20. Complete course assignments aligned to content guidelines and
indicate appropriate Essential Questions and the course it was used
Click here to
enter text.
29
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text.
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text.
There will be a separate document entitled “Practicum Verification Form for Principals” that can be included in your file at Viterbo.
A Wisconsin principal will demonstrate proficient performance in the following:
Local Mentor Verification Signature indicating an activity was
completed which demonstrate an understanding of the
content guideline.
Click here to enter text.
Standard 7 Content Guidelines
A. Foster collaborative relationships and generate support for the school
through open communication with local, state, and federal decisionmakers
B. Advocate for school policies, programs and instructional practices that
promote an equitable and culturally relevant instructional program
C. Demonstrate through personal actions, decisions and expectations a
respect for and application of diversity
D. Identify and communicate emerging trends and issues likely to impact
the school
E. Ensure that the school complies with all legal, regulatory and policy
requirements
F. Analyze and resolve school problems considering the larger political,
social, cultural, economic and historical context
Click here to enter text.
Click here to enter text.
Click here to enter text.
Click here to enter text.
Click here to enter text.
30
AppendixF
Viterbo University
Educational Leadership
Mentor Honorarium Form
Thank you for your efforts in assisting us with our educational leadership practicum students. As a token of our appreciation, we would like to award you an
honorarium of $100. Please complete this form and return it to your Viterbo Advisory, Scott Mihalovic at 900 Viterbo Drive, La Crosse, WI 54601. PLEASE note
that you will also need to file a tax form with the University in order to receive payment. This will be mailed to our mentors along with this honorarium form.
Please return both documents so we may issue a check for your good work. Thank You!
Click here to enter text.
Click here to enter text.
Mentor Last Name
Click here to enter text.
First Name
Click here to enter text.
Street
I was the site mentor for
Click here to enter text.
City
M.I.
Click here to enter text.
State
Click here to enter text.
during the Spring Semester of
(Student Name)
_______________________________________
Signature
__________
Date
31
Click here to enter text.
ZIP
Click here to enter a date.
Appendix G
Viterbo University
Department of Educational Leadership
(Due at the Mid- Point Spring Semester of 2017)
Semester and Year:
Click here to enter text.
Student: Click here to enter text.
CohortClick here to enter text.
Local Building Mentor: Click here to enter text.
Site:
Click here to enter text.
The Viterbo Department of Educational Leadership faculty is grateful for your willingness to serve as the Local Building Mentor for the student identified above.
You are playing vital role in her/his personal and professional development, and we thank you. We ask that you help us monitor this student’s performance at
your site by providing us with some comments about the student’s work to this point in the academic term.
Directions: Please indicate your judgment of the above named student’s performance in his/her practicum at this time, by rating him/her on the items
below. Place the number, which best represents, your evaluation on the line to the left of the item on which the student is being evaluated.
Use the following rating scale:
1= Unsatisfactory
4= Above Expectations for training level
2= Below Expectations for training level
5= Outstanding
3= Satisfactory; meets expectations for training level
NA= Insufficient Contact to Judge
Click here to enter text. Development of professional skills
Click here to enter text. Cooperation with supervisor
Click here to enter text.Adherence to policies and procedures
Click here to enter text. Timeliness in completing required work
Click here to enter text. Fulfillment of duties outlined in Prospectus
Click here to enter text.Open to feedback on professional performance
Click here to enter text. Open to feedback on personal performance/behavior
Click here to enter text. General adaptation to work setting
Click here to enter text. General professional functioning and effectiveness Click here to enter text. Shows evidence of being a reflective practitioner
Additional comments on any and all of the activities selected during this practicum time: Click here to enter text.
Recommended Grade: Click here to enter text.A
Click here to enter text.C
Click here to enter text.AB Click here to enter text.B Click here to enter text.BC
Click here to enter text. D Click here to enter text. F
Local Practicum Supervisor’s Signature: Click here to enter text.
Date:Click here to enter a date.
32
Appendix H
Viterbo University
Department of Educational Leadership
(Due at the Final Spring Semester of 2017)
Semester and Year: Click here to enter text.
Student: Click here to enter text.
Cohort Click here to enter text.
Local Building Mentor: Click here to enter text.
Site:
Click here to enter text.
The Viterbo Department of Educational Leadership faculty is grateful for your willingness to serve as the Local Building Mentor for the student identified above.
You are playing vital role in her/his personal and professional development, and we thank you. We ask that you help us monitor this student’s performance at
your site by providing us with some comments about the student’s work to this point in the academic term.
Directions: Please indicate your judgment of the above named student’s performance in his/her practicum at this time, by rating him/her on the items
below. Place the number, which best represents, your evaluation on the line to the left of the item on which the student is being evaluated.
Use the following rating scale:
1= Unsatisfactory
4= Above Expectations for training level
2= Below Expectations for training level
5= Outstanding
3= Satisfactory; meets expectations for training level
NA= Insufficient Contact to Judge
Click here to enter text. Development of professional skills
Click here to enter text. Cooperation with supervisor
Click here to enter text. Adherence to policies and procedures
Click here to enter text. Timeliness in completing required work
Click here to enter text. Fulfillment of duties outlined in Prospectus
Click here to enter text. Open to feedback on professional performance
Click here to enter text. Open to feedback on personal performance/behavior
Click here to enter text.General adaptation to work setting
Click here to enter text. General professional functioning and effectiveness Click here to enter text. Shows evidence of being a reflective practitioner
Additional comments on any and all of the activities selected during this practicum time: Click here to enter text.
Recommended Grade: Click here to enter text.A
Click here to enter text.AB Click here to enter text.B Click here to enter text. BC
Click here to enter text.C Click here to enter text.D Click here to enter text.F
Local Practicum Supervisor’s Signature:
Click here to enter text.
Date: Click here to enter a date.
33
Name _______________________ Cohort ______________ Year________________
Appendix I
> Your Electronic Binder needs to be arranged by WCG (2-7) with alphabetic alignment of WCG concepts
> This Binder would contain your artifacts of the activities you completed, this would be proof of your work and should be available to your
Viterbo Mentor when he/she makes site visits
Sample - The format is important for ease of following –
WAS 2
Content Guideline
A – Artifact for this Content Guideline Activity 1,2,10,12, 13 are options
B – Artifact for this Content Guideline Activity 3, 11, 12, 13 are options
C –Artifact for this Content Guideline Activity 5, 12, 13 are options
ETC.
WAS 3
Content Guideline
A – Artifact for this Content Guideline Activity 1, 9, 11, 17, 18 are options
B – Artifact for this Content Guideline Activity 16, 17, 18
C- Artifact for this Content Guideline Activity 3, 4, 6, 7, 8, 17
ETC.
..WAS 7
Content Guideline
See Appendix for additional possibilities J
34
Appendix J
Practicum Verification Form for Principals
Student Name Click here to enter text.
Cohort Click here to enter text.
Date Click here to enter a date.
This needs to be submitted to Jim Bagniewski at Viterbo University to put in the students file indicating his/her understanding of each of the Wisconsin Content Guidelines.
There are no Content Guidelines for WAS 1 – They are integrate into WAS 3, 4,5 6 & 7.
A Wisconsin principal will demonstrate proficient performance in the following:
Local Mentor Verification Signature indicating an activity was
Content Guidelines for WAS 2
completed which demonstrate an understanding of the content
guidelines.
I. Use collaborative process for developing and implementing a vision for
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student learning –EDUL – 635-S6b
J. Align the School’s Vision with the district and community at large.-EDUL 635
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– S2b, EDUL 637-S2e
K. Communicate and build support for vision with stakeholders. – EDUL 635 –
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S2b, 637-S2e
L. Support the vision by creating a results-oriented focus to increasing student
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achievement. –EDUL 636 –S2d, EDUL 640-S2f
M. Use data to inform the development, support and evaluation of a shared
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vision and mission.-EDUL 634-S3a1,EDUL 639-S3h, EDUL 640-s4g
N. Lead the process of setting and monitoring the goals based on the vision.
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EDUL 634 –S2a, EDUL -636-S2d, EDUL 639-S3h
A Wisconsin principal will demonstrate proficient performance in the following :
Content Guidelines for WAS 3
I.
J.
K.
Local Mentor Verification Signature indicating an activity was
completed which demonstrate an understanding of the content
guideline.
Establish high expectations and build organizational systems that result in
high performing schools EDUL 634 -S3a1, EDUL 640-S3i
Create and implement comprehensive, rigorous coherent curricular program
based on WI. Model Academic Standards EDUL636 – S2d, EDUL 649-S4g
Establish a learning environment with instructional programs that meet
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diverse learning needs/interest of students and leads to increased student
achievement EDUL635 – S3b, EDUL 638-S6d
L. Supervise instruction and provide support to insure staff is increasing
achievement for every student –EDUL 634 –S3a, EDUL S3h, EDUL 640-s3i
M. Facilitate and supervise staff in the design and use of standards based
assessment to evaluate student learning, indentify interventions, report
student progress, and increase student achievement. EDUL 636 -3d, EDUL
640-S3j
N. Promote a collegial learning culture that supports on- going professional
development focused on achievement for every student –EDUL 634-S2a,
EDUL 635 –S3c, EDUL 640-S2f
O. Monitor the use of differentiated strategies, materials, and technologies to
maximize instructional time and to ensure high levels of achievement – EDUL
636 – S3d, EDUL 638-S6d, EDUL 640-S3i
P. Monitor and evaluate the impact of instructional program for continuous
improvement to assure high levels of student achievement EDUL 635-S2b,
EDUL 640-S2f, S3j
Teacher Standards 1. Understands the central concepts, tools of inquiry, and
structures of the disciplines he or she teaches and can create learning
experiences that make these aspects of subject matter meaningful for pupils.
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Teaching Standard 2. Understands how children with broad ranges of ability
learn and provides instruction that supports their intellectual, social, and
personal development.
Teaching Standard 3. Understands how pupils differ in their approaches to
learning and the barriers that impede learning and can adapt instruction to
meet the diverse needs of pupils, including those with disabilities and
exceptionalities.
Teaching Standard 4- Understands and uses a variety of instructional
strategies, including the use of technology to encourage children’s
development of critical thinking, problem solving, and performance skills.
Teaching Standard 5- Uses understanding of individual and group motivation
and behavior to create a learning environment that encourages positive social
interaction, active engagement in learning, and self-motivation.
Teaching Standard 7 - Organizes and plans systematic instruction based
upon knowledge of subject matter, pupils, the community, and curriculum
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goals.
Teaching Standard - 8 Uses formal and informal assessment strategies to
evaluate and ensure the continuous intellectual, social, and physical
development of the pupil.
A Wisconsin principal will demonstrate proficient performance in the following
Local Mentor Verification Signature indicating an activity was
completed which demonstrate an understanding of the content
guideline.
Standard 4 Content Guidelines
I.
Develop, align, monitor, and evaluate management systems through short and
long-term strategic planning processes to focus on student achievement –
EDUL 635-S4a, EDUL 640-S3j
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J.
Recruit, select, induct, evaluate, supervise and retain highly qualified staff to
support effective instructional practices that lead to high levels of student
achievement EDUL 636-S3e, EDUL 639-S3f, S3g
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K.
Establish and sustain a safe, efficient, healthy and productive school
environment that nurtures student achievement and supports the well-being
of students, staff, families and community EDUL 634 –S3a2, EDUL 636-S4i,
EDUL 638 –S4c, EDUL 639-S3F
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L.
Identify, obtain, allocate, and monitor appropriate funds and other resources
for the short and long-term educational needs of the students and staff. EDUL
636-S4b2, EDUL 639-S3g
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M. Model effective communication, decision-making, time management and
current technology practices for school management and business procedures.
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EDUL 634-S6a, EDUL 639-S3g-S4f, S6g
N. Ensure teacher and organizational time is focused to support effective
instruction to increase student achievement EDUL 634 –S3a, EDUL 636 –S4b1
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O. Manage all aspects of the educational organization, including co-curricular and
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extra-curricular school programs EDUL 635 –S4a
P.
Establish and sustain distributed leadership to increase the achievement of all
students EDUL 635 – S2c, EDUL 639-S4f, EDUL 640-S3k
Teaching Standard 6. Uses effective verbal and nonverbal communication techniques as well
as instructional media and technology to foster active inquiry, collaboration, and supportive
interaction in the classroom.
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Aligns with Administrator Standard: (4) Management
A Wisconsin principal will demonstrate proficient performance in the following:
Standard 5 Content Guidelines
I.
Attend, facilitate, participate in school wide community events
Local Mentor Verification Signature indicating an activity was
completed which demonstrate an understanding of the content
guideline.
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EDUL 637 –S5a
J.
Involve diverse community groups to develop trust, support/implement
programs and services to increase student achievement EDUL 635-S3b, EDUL
637-S5c
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K.
Identify and use diverse community resources to develop and improve
programs and partnerships and to meet the needs of all students and
stakeholders EDUL 635-S3b
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L.
Collaborate with families, community, service providers, and other key
decision-makers to increase student achievement EDUL 635-S6b
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M. Recognize, respect and respond to the needs of diverse families and
community groups EDUL 637-S5c
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N. Create and sustain celebrations, traditions, and customs that promote
awareness of and respect for diversity EDUL 637-S5b
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O. Employ multiple communication strategies to engage and collaborate
effectively with all stakeholders EDUL-S5a
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P.
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Use culturally-responsive practices that acknowledge and value diversity
EDUL 635-S3b, EDUL 638- S6d
Teaching Standard 1-Understands the central concepts, tools of inquiry, and
structures of the disciplines he or she teaches and can create learning experiences
that make these aspects of subject matter meaningful for pupils.
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Aligns with Administrator Standard: (3) Instructional Program, (5)
Family/community Relations and (7) Context
Teaching Standard 3 - Understands how pupils differ in their approaches to learning
and the barriers that impede learning and can adapt instruction to meet the diverse
needs of pupils, including those with disabilities and exceptionalities.
Aligns with Administrator Standard: (3) Instructional Program, (5)
Family/Community Relations, and (7) Context
Teaching Standard 9 Is a reflective practitioner who continually evaluates the effect
of his or her choices and actions on pupils, parents, professionals in the learning
community and others and who actively seeks out opportunities to grow
professionally.
Aligns with Administrator Standard: (5) Family/Community Relations, and (6) Ethics
Teaching Standard 10 Fosters relationships with school colleagues, parents, and
agencies in the larger community to support pupil learning and well being and who
acts with integrity, fairness and in an ethical manner.
Aligns with Administrator Standard: (5) Family/Community Relations, (6) Ethics, and
(7) Context
A Wisconsin principal will demonstrate proficient performance in the following:
Standard 6 Content Guidelines
Local Mentor Verification Signature indicating an activity was
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completed which demonstrate an understanding of the content
guideline.
F.
Formulate a building-level leadership platform grounded in ethical standards
and practices that promotes a sense of urgency for increasing achievement
for every student. EDUL 635-S2c, EDUL 637-S7b, EDUL 640-S4g
Choose a building block.
G. Develop, implement and evaluate school policies, programs and practices that
ensure social justice, equity, confidentiality, inclusion and respect between
and among students, parents, faculty, and the community to support student
achievement. EDUL 635-S3c, EDUL 638 –S4e, S7e, EDUL 639-S6f
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H. Know, understand, and articulate the relationships among social justice,
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culture and student achievement and promote programs to address inequities
within the school community. EDUL 635 – S6c, EDUL 637-S7b, EDUL 639 – S6f
I.
Act with justice and fairness in applying federal laws, state laws and district
policies as related to educational issues. EDUL 637-S7a, EDUL 638S4c,S4d,S4e, S6e
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J.
Model principles of self-awareness, reflective practice, transparency, and
ethical behavior. EDUL 635 –S6b, EDUL 639-S6g
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Teaching Standard 10 - Fosters relationships with school colleagues, parents, and
agencies in the larger community to support pupil learning and well being and who
acts with integrity, fairness and in an ethical manner.
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Aligns with Administrator Standard: (5) Family/Community Relations, (6) Ethics, and
(7) Context
A Wisconsin principal will demonstrate proficient performance in the following:
Local Mentor Verification Signature indicating an activity was
completed which demonstrate an understanding of the content
guideline.
Standard 7 Content Guidelines
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G. Foster collaborative relationships and generate support for the school through
open communication with local, state, and federal decision-makers EDUL 637S7a
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H. Advocate for school policies, programs and instructional practices that promote
an equitable and culturally relevant instructional program EDUL 638-S6d
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I.
Demonstrate through personal actions, decisions and expectations a respect for
and application of diversity EDUL 637-S7d
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J.
Identify and communicate emerging trends and issues likely to impact the
school EDUL – 637-S5b
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K.
Ensure that the school complies with all legal, regulatory and policy
requirements EDUL 636 – S3d, EDUL 638-S4c, d , EDUL 638-S7e
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L.
Analyze and resolve school problems considering the larger political, social,
cultural, economic and historical context EDUL 635-S6c, EDUL 637-S5b, EDUL
637-S7b
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Teaching Standard 1- Understands the central concepts, tools of inquiry, and structures of the disciplines he or
she teaches and can create learning experiences that make these aspects of subject matter meaningful for
pupils.
Teaching Standard 3 -Understands how pupils differ in their approaches to learning and the barriers that
impede learning and can adapt instruction to meet the diverse needs of pupils, including those with disabilities
and exceptionalities.
Teaching Standard 7- Organizes and plans systematic instruction based upon knowledge of subject matter,
pupils, the community, and curriculum goals.
Teaching Standard 10 - Fosters relationships with school colleagues, parents, and agencies in the larger
community to support pupil learning and well being and who acts with integrity, fairness and in an ethical
manner.
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Appendix k
Expectations for Superintendent Practicum/Capstone
(This form will be completed by your instructor)
Name of Student
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Cohort
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Grade / Points – Part I Click here to enter text.
Part II Click here to enter text.
There needs to be a demonstration of your understanding , and synthesis of the WAS and the WI Superintendent Content Guidelines that are linked to each
standard.
The course work that was completed was aligned to the WI. Administrative Standards (WAS)
The practicum activities are aligned to your demonstrated understanding of the WI Content Guidelines –Part I
Part I
For expectations to be met, you must provide satisfactory evidence from your coursework and practicum for each standard and each of the content guidelines.
Multiple entries will strengthen your understanding and synthesis of the standards and/or content guidelines so it is okay to have multiple entries. If you don’t
have evidence from coursework or your practicum, a written analysis of the Content Guideline will need to be provided.
A verification for this is included:
•
All Content Guidelines have a verification signature & brief summary/reflection Click here to enter text. Yes Click here to enter text. No
Missing Content Guidelines (circle missing guideline activities) : WAS 2: A B C D E F G H
WAS 4: A B C D E F G H
WAS 3: A B C D E F G H
WAS 5: A B C D E F G H WAS 6 : A B C D E WAS 7: A B C D E F
Written analysis and reflection of the Content Guidelines that were not verified:
•
Indicate Content Guideline (number) with a demonstration of your understanding of it.
•
A paragraph (5-6 sentences) must be written for each Content Guideline, that did not have an activity completed for it.
•
The Yes/No will be based on sufficient depth and quality or lack of.
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WAS 2 : ___ Yes ___
No___ WAS 3: ___ Yes ___ No
WAS 4: ___ Yes ___ No
WAS 5: ____ Yes ____ No
WAS 6: ____Yes ____ No WAS 7: ___ Yes ____ No
Holistic Evaluation – Quality, Depth, Comprehensive, Clear easy to follow
HD – High Degree of Development, SD – Some Degree of Development, LD – Little Development, No Development
Part I
Evaluation - Click here to enter text.HD (20pts) Click here to enter text. SD (15pts) Click here to enter text. LD(10pts) Click here to enter text.
ND( 0 pts)
Comments Click here to enter text.
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Part II
In addition to the requirements on Part I that are about the WI Content Guidelines, a one page written reflection on each WAS must be written to
answer each of the Essential Questions and includes the “Look Fors” that you believe are the “heart and soul” of the respective standard. The “Look Fors” are
include with the questions below.
All papers will be evaluated on the satisfactory degree of quality and depth of at least three (3) of the indicated “Look Fors” .
There is an absolute maximum of one page with standard margins, font and line spacing.
Reflective Papers on WAS
High Degree of Development HD (20pts)
Some Degree of Developments SD (15pts)
Little Degree of Development LD (10pts) No real development of any kind ND(0)
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Standard 1 - How does and administrator lead and demonstrate competence in the teacher standards, hire quality staff development to assist their growth? Best
Practice, Classroom Interactions, Formative Assessment for Learning, Differentiation, Quality Teaching – empathy, compassionate – Learning vs Teaching
Met Expectations ___ Yes ____ No
Comments
____ HD ________SD _____ LD _________ND
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WAS 2 How do you as an administrator lead by facilitating the development, articulation, implementation and stewardship of a shared vision of learning that
includes the school community? Mission/Purpose, Shared Vision, Personal Vision, Goals – Benchmarks – Analysis of Data, Continuous Improvement –
accountability (when Benchmarks are not attained) – Celebration (when Benchmarks are attained), Principal as a Transformation Leader vs. Instructional Leader,
Distributive Leadership, Authoritarian, Transactional
Met Expectation
____ Yes ___ No
____ HD ________SD _____ LD _________ND
Comments Click here to enter text.
WAS 3 How do you as an administrator manage advocating, nurturing, and sustaining a school culture and instructional program conducive to pupil learning
environment? Culture – the job of everyone is to assist and monitor learning for all students and staff – collective efficacy – Growth Mindset, Capacity Building
(Growth) & Collegial Relations, Professional Learning Communities (PLCs) – working together to benefit student and staff growth, All students – Differentiation
and RTI, Technology used as an integral part of learning
Met Expectation ____ Yes ___ No
____ HD ________SD _____ LD _________ND
Met Expectation Yes No
Comments Click here to enter text.
WAS 4 How do you as an administrator ensure management of the organization o, finances, and resources for a safe, efficient, and effective learning
environment? Use of Resources to improve learning aligned with a systems approach – financial and resources, Schedule staff for management and learning,
Crisis Plan – Bullying, Belonging, Hope, Resilience, Positive Student Behavior - School wide program, Staff Evaluation for growth, Distributive leadership increase and expand and monitor Co-curricular and extra-curricular
Met Expectation ___Yes ____ No
____ HD ________SD _____ LD _________ND
Comments Click here to enter text.
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WAS 5 How do you as an administrator model collaborating with families and community members, responding to diverse community interests and needs, and
mobilizing community resources? Parent and School Collaboration – Two way conversation – Advisory Committee, Organizations, Business, Agency Media
relations – Two way Conversation, Virtual Communication, Create and sustain celebrations and customs that promote awareness of diversity, Surveys, Visibility
Met Expectation ___ Yes ___ No
____ HD ________SD _____ LD _________ND
Comments Click here to enter text.
WAS 6 How do you as an administrator act with integrity, fairness, and in and ethical manner? Ethics – social justice & equitable practices, Decision- Making –
Who, When, How, Why? – Transparency is key, Trust is the key to Relationships, Cultural Proficiency - continuing on the continuum – understanding the ethnic
cultures in your school and aligning practices
Met Expectation ___Yes ____ No
____ HD ________SD _____ LD _________ND
Comments Click here to enter text.
WAS 7 How do you as an administrator understand, respond to, and interact with the larger political, social, economic, legal, and cultural context that affects
schooling? Knowing your area legislators and communicating with them, Networking – AWSA NASSP, NAESP etc. ,Staying current, Legal Issues – knowledge and
understanding of general and specifics – it is better to check before acting, Truancy, Behavioral Guidelines – philosophy of, Technology advances positive and
concerns
Met Expectation ____ Yes ____ No
Comments
____ HD ________SD _____ LD _________ND
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