San Diego State University
Department of Educational Leadership
Learn~Lead~Transform
EDL 660 Field Experience
Fall 2013, Spring 2014
CONTACTING THE INSTRUCTOR
Dr. Penny Gray
spenigray@gmail.com
1-619-764-5673
Department of Educational Leadership
5500 Campanile Drive
NE 166
San Diego, CA 92182-1190
I.
COURSE DESCRIPTION
The Field Experience course in Educational Leadership is intended to tie
coursework to practice. The Field Experience focuses on a targeted population
of students at the candidate’s school site, identified through data analysis of
student achievement. Candidates will focus on improving student achievement
for this targeted group via the establishment of an Advisory Committee of
stakeholders who have relevant associations with the targeted group of students.
Students will provide leadership to the Advisory Committee to plan, implement,
and evaluate specific interventions aimed at increasing student achievement for
the targeted group of students.
II.
COURSE STANDARDS
This course totally or partially meets the following California Professional
Standards for Educational Leadership (CPSEL):
Standard 1:
Vision of Learning
1a. Facilitate the development of a shared vision for the achievement of all
students based upon the data from multiple measures of student learning and
relevant qualitative indicators.
1b. Communicate the shared vision so the entire school community understands
and acts on the school’s mission to become a standards-based education
system.
1c. Use the influence of diversity to improve teaching and learning.
1d. Identify and address barrier to accomplishing the vision.
1e. Shape school programs, plans, and activities to ensure that they are
integrated, articulated through the grades, and consistent with the vision.
1f. Leverage and marshal sufficient resources, including technology, to
implement and attain the vision for all students and all subgroups of students.
Standard 2:
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2a. Shape a culture in which high expectations are the norm for each
student as evident in rigorous academic work.
2c. Facilitate the use of a variety of appropriate content-based learning
materials and learning strategies that recognize students as active
learners, value reflection and inquiry, emphasize the quality versus the
amount of student application and performance, and utilize appropriate
and effective technology.
2e. Provide opportunities for all members of the school community to
develop and use skills in collaboration, distributed leadership, and shared
responsibility.
2f. Create an accountability system grounded in standards-based
teaching and learning.
2g. Utilize multiple assessments to evaluate student learning in an
ongoing process focused on improving the academic performance of
each student.
Standard 3:
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Student Learning and Professional Growth
Organizational Management for Student Learning
3c. Establish school structures and processes that support student
learning.
3d. Utilize effective systems management, organizational development,
and problem-solving and decision-making techniques.
3e. Align fiscal, human, and material resources to support the learning of
all subgroups of students.
Standard 4: Working with Diverse Families and Communities
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4a. Recognize and respect the goals and aspirations of diverse family
and community groups.
4c. Incorporate information about family and community expectations into
school decision-making and activities.
4f. Support the equitable success of all students and all subgroups of
students by mobilizing and leveraging community support services.
Standard 5:
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Personal Ethics and Leadership Capacity
5a. Model personal and professional ethics, integrity, justice, and
fairness, and expect the same behaviors from others.
5b. Protect the rights and confidentiality of students and staff.
5d. Make and communicate decisions based upon relevant data and
research about effective teaching and learning, leadership, management
practices, and equity.
5e. Demonstrate knowledge of the standards-based curriculum and the
ability to integrate and articulate programs throughout the grades.
2
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5f. Demonstrate skills in decision-making, problem solving, change
management, planning, conflict management, and evaluation.
5g. Reflect on personal leadership practices and recognize their impact
and influence on the performance of others.
5h. Engage in professional and personal development.
5i. Encourage and inspire others to higher levels of performance,
commitment, and motivation.
Standard 6:
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III.
Political, Social, Economic, Legal and Cultural Understanding
6c. Ensure that the school operates consistently within the parameters of
federal, state, and local laws, policies, regulations, and statutory
requirements.
6d. Generate support for the school by two-way communication with key
decision-makers in the school community.
6e. Collect and report accurate records of school performance.
6f. View oneself as a leader of a team and also as a member of a larger
team.
6g. Facilitate constructive conversations about how to improve student
learning and achievement.
RESULTS
By the end of the course it is expected that participants will:
1. Gain experience in establishing, planning and conducting meetings.
2. Develop skills in establishing, nurturing, delegating, and monitoring
3.
4.
5.
6.
IV.
teacher leadership.
Develop strategies to modify instruction and curriculum to advance
student achievement.
Understand the relationship between effective teaching, professional
development, and student achievement.
Develop strategies to gain involvement of adult stakeholders (including
classroom teachers, specialists, support staff, and parents) in efforts to
improve student achievement.
Apply effective communication techniques in working with stakeholders.
ROLES AND RESPONSIBILITIES
The candidate, Site Supervisor, and University Supervisor share responsibility for
creating a meaningful field experience. Mutual respect, cooperation, and open
communication will create a supportive relationship between these individuals. The
quality of the field experience depends upon this interaction.
THE SITE SUPERVISOR
The Site Supervisor is a practicing administrator at the candidate’s school site. At the
beginning of the first semester of the field experience, the candidate should approach a
practicing administrator at their school and ask him/her to provide appropriate support
for supervision of the field experience. The Site Supervisor must fully understand the
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field experience program and support the candidate’s need to engage in frequent,
ongoing conferences with him/her to review progress and plans related to the completion
of all fieldwork tasks. He or she should create a climate that facilitates successful
experiences for the candidate.
THE UNIVERSITY SUPERVISOR
The University Supervisor shares responsibility for ensuring a meaningful field
experience for each candidate. This is accomplished in cooperation with the Site
Supervisor as well as with the candidate.
In order to accomplish these responsibilities, the University Supervisor will:
V.

schedule one to two site visits with the candidate and Site Supervisor each
semester for any of the following purposes: (a) finalizing the field experience
agreement first semester; (b) observing the candidate lead their advisory
committee, followed by a feedback session; (c) attending an end-of-fieldwork
session to evaluate the total effort; (d) arranging other opportunities in support of
the candidate’s field experience program.

receive and evaluate periodic reflections and reports from the candidate. This
would include timely feedback for work submitted via TaskStream for
assessment and evaluation of the required tasks as well as prompt response to
calls or emails.

hold monthly meetings with group of candidates. These meetings will provide
opportunities for candidates to exchange issues and ideas regarding their field
experiences.

consult with the Site Supervisor, review progress toward completion of the
authentic leadership tasks, and evaluate the total field experience to ensure
attainment of the six areas of competency.

schedule a final triad meeting between the candidate, Site Supervisor and
University Supervisor to summarize the total field experience. The 45-60 minute
meeting should provide the candidate a forum for reflection, an opportunity to
highlight valuable leadership experiences, and identify next steps for future
growth and development.
COURSE REQUIREMENTS
1. Attend monthly meetings with university supervisor.
2. Identify group of students at your school site that will be targeted for intervention,
based on work done in EDL 630.
3. Work with site principal to establish an Advisory Committee (teachers, parents,
other stakeholders) that will work as a Professional Learning Community for the
purpose of improving student performance of the selected target group.
4. Conduct at least 3 Advisory Committee meetings each semester as a means to
monitor and evaluate Target Group Improvement Plan developed in EDL 630.
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5. Write an evaluation of the results of interventions associated with the Target
Group Improvement Plan.
6. Engage in self-assessment of leadership growth.
7. Complete the following Performance Assessments throughout the field
experience.
Performance Assessments
Students’ work regarding leadership of the Advisory Group and progress of Target
Group achievement will be monitored through a series of assignments and reports which
will be documented on TaskStream.
Fall - EDL 660 Tasks
Task F1: Self-Assessment Tool – Baseline (Due Sept. 9)
 Review and discuss the Self-Assessment of Candidate Leadership Development
Form during the orientation. You will need to print two copies of the form. Rate
yourself using one copy form and ask your site supervisor/principal to rate you
using the form as well. Keep in mind that you are looking at your leadership
capability as it relates to a school wide perspective, not only in your classroom.
The rating scale is 1-3 range with 1 being Developing capability, 2 is
Approaching capability, and 3 is Entry-level capability. It is typical that in the
beginning of the credential program, your score would be in the 1-2 range of the
rating scale. When you finish the program, a 3 score would indicate that you are
ready for an entry-level administrative position.

Meet with your Principal/site supervisor and discuss your responses, making
revision to your self-assessment as you see fit.

Complete the self-assessment form on Taskstream taking into account feedback
from your site supervisor/principal. (Due Sept. 18)

PRINT a copy of the final Self-Assessment as you will need it for the second part
of this task - Goal Setting.
Task F2: Goal Setting: Self-Assessment (Due Sept.9)
 After completing the Self-Assessment of Candidate Leadership Development
instrument, work with your University Supervisor to determine 3 strengths that
will guide you during the field experience and 3 areas that you hope to grow
during your participation in the credential program. Think of how you will address
these areas of need in order to convert them to strengths. Remember to use the
CAPSEL language in the description of your strengths and areas of growth.

Share the plan with your Principal. Ask him/her whether he/she agrees with your
plan. Also ask for him/her to help you work on your areas of need as well as
utilize your strengths.
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
Create and upload a one-page sheet that summarizes these strengths, goals and
actions. Consult the rubric before you write as well as before you submit the final
copy to Task Stream.
Task F3: Target Group Selection Process (Due Sept. 16 to your university supervisor
and EDL 630 instructor)
Write a 2-3 page report that provides the following information:
A description of the data analyzed, how you analyzed it and the results of
what you found out.
A description of the proposed target population. Include the needs of the group
which substantiates the reason for selecting this group. The reason should
relate back to the data analyzed. Include possible causes for lack of
achievement.
Proposed goals for the target group. Proposed objectives written in
measurable terms. The goals and objectives are to be discussed and finalized
by the Advisory Committee
Steps for forming an Advisory Committee and working with the committee
to create a plan. Describe who you will ask to participate on the Advisory
Committee and why.
Make sure that your report is clear, well-organized, written in professional
language. Once cleared by your field experience supervisor and your EDL 630
instructor, It will become the executive summary for your school improvement
plan.
Task F4: Advisory Meeting #1: Getting started (Due Oct. 28)

Select and then invite your Advisory Group members to a meeting. Remember
that it is important to include those you feel will be most helpful in addressing the
needs of the target group. Plan the agenda carefully and think about your
strategy for approaching the meeting. Try to keep the meeting short but long
enough to get the process started (1 to 1.5 hours for this initial meeting would be
good.).

In the meeting, talk with your Advisory Group about norms and meeting dates
and times. Make sure that you tell them about your data analysis process and
about the target group. Ask them for their thoughts. Why is the target group not
achieving as they should? What is being done now and what might be
done? What type of additional data would be useful to gather from faculty? Talk
about how they can gather the data and have all agree to bring back the
information at the next meeting so the process can move forward. Emphasize
their key role in this process.

Conduct the meeting and keep detailed, well-organized minutes (or ask someone
to help you do so). Make sure you include item, a summary of discussion and
any agreements or reports.
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
Based on your agenda, write up a 1-2 page reflection (1.5 spacing, 10
font). How did the meeting go? Did you accomplish what you hoped to
accomplish? Did you focus on getting the group started, orienting them towards
the task ahead of them for the year? Did you share information on the target
group and how you selected this group based on the data analysis? Did you ask
them for their thoughts? Did you talk about additional data needed and enlist
their help? Do you feel that all felt included, that there was collaboration and
shared decision making with consensus? Was there conflict and if so how was it
resolved? Describe your leadership both in terms of what went well and what
could be improved. Briefly overview content and strategy for the next meeting.

Review the rubric for Advisory Meetings before you write and before you submit
the final copy. Make sure that your document is clear, well-organized,
comprehensible and professionally written. Submit your agenda, minutes and
reflection to Task Stream.
Task F5: Advisory Meeting #2: Sharing/analyzing faculty input (Developing the plan)
(Due Nov. 25)

Invite your Advisory Group members to a meeting. Plan the agenda carefully
and think about your strategy for approaching the meeting. Conduct the meeting
and keep detailed, well-organized minutes (or ask someone to help you do
so). In this meeting you should give a brief recap of last meeting and the team
should share and analyze data they gathered and start to generate ideas for the
instructional improvement plan.

Based on your agenda, write up a 1-2 page reflection (1.5 spacing, 10
font). How did the meeting go? Did you accomplish what you hoped to
accomplish? Did the group share and analyze data and start to generate plan
ideas? Do you feel that all felt included, that there was collaboration and shared
decision making with consensus? Was there conflict and if so how was it
resolved? Describe your leadership both in terms of what went well and what
could be improved. Comment on next meeting’s focus.

Review the rubric for Advisory Meetings before you write and before you submit
the final copy. Make sure that your document is clear, well-organized,
comprehensible and professionally written. Submit your agenda, minutes and
reflection to Task Stream.
Task F6: Advisory Meeting #3: Finalizing the Plan (Due Dec. 16)

Invite your Advisory Group members to a meeting. Plan the agenda carefully
and think about your strategy for approaching the meeting. Conduct the meeting
and keep detailed, well-organized minutes (or ask someone to help you do
so). During this meeting the group should finalize their suggestions for the
instructional improvement plan.

Based on your agenda, write up a 1-2 page reflection (1.5 spacing, 10
font). How did the meeting go? Did you accomplish what you hoped to
accomplish? Did the group make recommendations for a plan to help increase
achievement of the target group? Do you feel that all felt included, that there was
collaboration and shared decision making with consensus? Was there conflict
and if so how was it resolved? Describe your leadership both in terms of what
went well and what could be improved. Comment on the next meeting’s focus.
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
Review the rubric for Advisory Meetings before you write and before you submit
the final copy. Make sure that your document is clear, well-organized,
comprehensible and professionally written. Submit your agenda, minutes and
reflection to Task Stream.
Spring - EDL 660 Tasks
Task S1: Advisory Meeting #4: Monitoring and adj. the plan (I) (Due March 3)

Invite your Advisory Group members to a meeting. Plan the agenda carefully
and think about your strategy for approaching the meeting. Conduct the meeting
and keep detailed, well-organized minutes (or ask someone to help you do
so). In this meeting you should talk about how the plan is going and whether any
adjustments need to be made.

Based on your agenda, write up a 1-2 page reflection (1.5 spacing, 10
font). How did the meeting go? Did you accomplish what you hoped to
accomplish? Did the group re-visit the plan and talk about how things are going?
Were any modifications mentioned? If so, what were they? Do you feel that all
felt included, that there was collaboration and shared decision making with
consensus? Was there conflict and if so how was it resolved? Does there appear
to be ownership of the plan on the part of the Advisory Group and staff involved
in its implementation? Describe your leadership both in terms of what went well
in the meeting and in the overseeing of the plan, in general, and what could be
improved. Comment on the next meeting’s focus.

Review the rubric for Advisory Meetings before you write and before you submit
the final copy. Make sure that your document is clear, well-organized,
comprehensible and professionally written. Submit your agenda, minutes and
reflection to Task Stream.
Task S2: Advisory Meeting #5: Monitoring and adjusting the plan (Part II) (Due
April 7)

Invite your Advisory Group members to a meeting. Plan the agenda carefully
and think about your strategy for approaching the meeting. Conduct the meeting
and keep detailed, well-organized minutes (or ask someone to help you do
so). In this meeting you should talk about how the plan is going and whether any
adjustments need to be made.

Based on your agenda, write up a 1-2 page reflection (1.5 spacing, 10
font). How did the meeting go? Did you accomplish what you hoped to
accomplish? Did the group re-visit the plan and talk about how things are going?
Were any modifications made discussed? Were any other changes made, and if
so, which? Do you feel that all felt included, that there was collaboration and
shared decision making with consensus? Was there conflict and if so how was it
resolved? Does there appear to be ownership of the plan on the part of the
Advisory Group and staff involved in its implementation? Describe your
leadership both in terms of what went well in the meeting and in the overseeing
of the plan, in general, and what could be improved. Comment on the next
meeting’s focus.
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
Review the rubric for Advisory Meetings before you write and before you submit
the final copy. Make sure that your document is clear, well-organized,
comprehensible and professionally written. Submit your agenda, minutes and
reflection to Task Stream.
Task S3: Advisory Meeting #6: Eval. the process and results (Due April 28)

Invite your Advisory Group members to a meeting. Plan the agenda carefully
and think about your strategy for approaching the meeting. Conduct the meeting
and keep detailed, well-organized minutes (or ask someone to help you do so).

Based on your agenda, write up a 1-2 page reflection (1.5 spacing, 10
font). How did the meeting go? Did you accomplish what you hoped to
accomplish? Did the group re-visit the plan and talk about how it went in terms of
both process and results for students? Did they feel that the plan was
successful? Do you feel that all felt included, that there was collaboration and
shared decision making with consensus? Was there conflict and if so how was it
resolved? Describe your leadership both in terms of what went well in the
meeting and in the implementation/modification/evaluation of the plan, in general,
and what could be improved. Mention recommendations for next steps.

Review the rubric for Advisory Meetings before you write and before you submit
the final copy. Make sure that your document is clear, well-organized,
comprehensible and professionally written. Submit your agenda, minutes and
reflection to Task Stream.
Task S4: Mid-point Self Assess. of Candidate L. Development (Due May 5)
 Carefully complete the Leadership Development Assessment by clicking on the
link below. If you can, meet with your Principal and complete the instrument
together. If this is not possible, fill it out yourself.

PRINT a copy of the assessment as you will need it for the second part of this
exercise - Checking In
Task S5: Checking in (Due May 5)
 After completing the Self-Assessment of Candidate Leadership
Development instrument, look back at your strengths and areas of need. Did you
improve? Were you able to capitalize on your strengths? Write a 2page (1.5
spacing, 10 font, TNR) reflection on this growth process.

Talk to your University Supervisor, and your Site Supervisor if possible, about
how you can continue to grow in the final semester of the program (after EDL
660).

You will complete this instrument and write a final reflection when you finish the
program in EDL 655, so keep that in mind. Hold on to your notes, copies of
assessments, reflections.
Task S6: Evaluation of the plan (Due May 12)

Write a 3-5 page document (1.5 spacing, TNR, 10 font) that includes the
following: an introduction that briefly explains the process you followed this year,
a thoughtful evaluation of the plan’s effectiveness (process and results), as well
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as next steps both in terms of how the candidate’s leadership can be improved
and how the target group can be helped to improve their achievement even
more.

The plan should be well-organized, clear, and professionally written (as if it were
being presented to the School Board, for example). The document should be
able to stand alone as an “executive summary” for anyone who might want to
read about the work of the Advisory Committee and it’s leader.

Review the rubric carefully before you begin writing and before you submit your
final document to Task Stream.
VI.
GRADING POLICY
Field Experience is a credit/no credit course.
CR is given for complete work that meets expected standards.
RP is given if work is incomplete, but reasonable progress is being made.
NC is given if work does not meet expected standards.
VII.
MEETING DATES
Date
August 21 (Orientation)
September
October 15/16
November
December
January 21/22
March
April
May
Time
4:30-8:30
Virtual
5:30-8:30 (Regional); 4:15 -7:30 (SDUSD)
Virtual
Virtual
5:30-8:30 (Regional); 4:15 -7:30 (SDUSD)
Virtual
Virtual
Virtual
University Expectations
SDSU rules and regulations concerning graduate students can be found in the Bulletin of
the Graduate Division. The bulletin can also be accessed on line at:
http://coursecat.sdsu.edu/GB0203/index.html
Disability
Students with special needs (as specified in the Americans with Disabilities Act) should
notify the professor immediately so that special accommodations may be considered.
Student Appeals
If for any reason a student feels that he/she has need for an exception to the program or
any other programmatic issue that needs to be addressed, they must adhere to the
following procedures:
1. Talk to their professor of record or Program Coordinator (depending on the issue)
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2. If the issue is not resolved, talk with the Program Coordinator
3. If still not resolved, talk to the EDL Chair.
4. If the chair does not resolve the problem to the student’s satisfaction, the student
can send a letter of appeal to the Department of Educational Leadership’s Error
and Omissions committee.
The student also has the right to the SDSU Student appeal process delineated at the
following web site: http://www.sa.sdsu.edu/srr/index.html
Field Trips and Liability Coverage
Should this course require students to participate in field trips, research or studies that
include course work that will be performed off-campus, it is important to note that
participation in such activities may result in accidents or personal injury. Students
participating in the event are aware of these risks, and agree to hold harmless SDSU,
the State of California, the Trustees of the California State University and Colleges, and
its officers, employees and agents against all claims, demands, suits, judgments,
expenses and costs of any kind on account of their participation in the activities.
Students using their own vehicles to transport other students to such activities should
have the current automobile insurance.
Absences for Religious Observances
By the end of the second week of classes, students should notify the instructors of
affected courses of planned absences for religious observances.
Instructors shall reasonably accommodate students who notify them in advance of
planned absences for religious observances.
Plagiarism
Students may be suspended, placed on probation or given a lesser sanction for one or
more of the following causes which must be campus related: (a) Cheating or plagiarism
in connection with an academic pro-gram at a campus. (b) Forgery, alteration or misuse
of campus documents, records, or identification.
http://gra.sdsu.edu/dra/integrity_research_scholarship.htm
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Preliminary Administrative Credential Target Group Selection Process 2013-2014 (Task F3)
Levels/Criteria
Below Standard
Meets Standard
Exceeds Standard
Data analysis
The data analysis process is referred to but is
not clearly described.
The data analysis process is described and
results of the analysis are provided, including
data specific to the target group.
The data analysis process is described in
detail. There is evidence that the data were
triangulated and examined using multiple
sources of information over multiple years.
Selection of
target group
Target group is not mentioned or is difficult to
visualize. Reason for selection is not
mentioned or is not clear.
Target group is superficially described along
with reason for selecting this group.
Target group is described in detail, along with
reason for selecting this group.
Initial
assessment of
target group:
needs/possible
approaches
Target group needs are generally described
and/or are not linked to the data.
Target group’s needs are described and
related to the data.
Target group’s needs are described in detail
and possible causes are indicated. Data are
clearly tied to “initial diagnosis” of
cause/needs.
Strategy for
forming
Advisory
Committee and
plans for initial
meeting
Strategies for setting up and guiding the
Advisory Committee are vague. Next steps are
not indicated or do not match the problem
related to increasing this particular target
group’s achievement.
Strategies for forming Advisory Committee are
realistic and membership supports target
population needs. Plans for the initial meeting
focus on objectives, norms, summary of target
population performance data.
The rationale for forming the committee
provides evidence of thoughtful selection and
alignment of committee strengths to target
group needs. The plan includes a preliminary
agenda for the initial meeting that considers
meeting objectives, ideas for group
cohesiveness, calendar of future meeting
dates, etc.
Writing
Information is poorly organized and/or there
are multiple grammatical, spelling or
punctuation errors that interfere with reading.
Information is well organized with few or no
grammatical errors, spelling, or punctuation
errors.
Information is well organized: few or no
grammatical, spelling or punctuation errors.
Very easy to visualize the process. Pieces are
aligned clearly.
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Score/Level
Preliminary Administrative Credential Advisory Meeting Reflection 2013- 2014
Planning
Process
Agenda and
minutes
Below Standard
Process does not reflect
adequate planning for the
following: (a) clarity of
meeting outcome; (b)
consideration of individuals in
the Advisory Group; (c)
consideration of group
dynamics when conducting
the meeting; and (d)
thoughtful organization and
leadership of meeting that
addresses desired outcomes
and leader’s knowledge of
group dynamics.
Missing agenda or minutes.
Both the agenda and minutes
were provided with limited or
disorganized information.
Reflection
Reflection does not adequately
address the following:
(a)Preparation and planning
for meeting (b)How the
meeting transpired (including
pacing, group dynamics, and
goals reached); (c) self evaluation of leadership
strengths and challenges; (d)
next steps.
Meeting
The meeting was disorganized
Observation* and the leader was not
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Meets Standard
Process reflects adequate
planning for the following: (a)
clarity of meeting outcome;
(b) consideration of
individuals in the Advisory
Group; (c) consideration of
group dynamics when
conducting the meeting; and
(d) thoughtful organization
and leadership of meeting that
addresses desired outcomes
and leader’s knowledge of
group dynamics.
Exceeds Standard
Process reflects substantial
planning for the following: (a)
clarity of meeting outcome;
(b) consideration of
individuals in the Advisory
Group; (c) consideration of
group dynamics when
conducting the meeting; and
(d) thoughtful organization
and leadership of meeting that
addresses desired outcomes
and leader’s knowledge of
group dynamics.
Both the agenda and minutes
were provided with reasonable
information outlining the
meeting and in an organized
manner. Agenda reflected a
focused meeting.
A thorough, well organized
agenda and minutes were
provided. Detailed
information on items,
discussion and actions was
also given. s mention of those
involved.
Reflection substantially
addressed the following:
(a)Preparation and planning
for meeting (b)How the
meeting transpired (including
pacing, group dynamics, and
goals reached); (c) self evaluation of leadership
strengths and challenges; (d)
next steps.
Demonstrated advanced
leadership skills by keeping
Reflection adequately
addressed the following:
(a)Preparation and planning
for meeting (b)How the
meeting transpired (including
pacing, group dynamics, and
goals reached); (c) self evaluation of leadership
strengths and challenges; (d)
next steps.
Meeting agenda focused on
relevant tasks. There was
Score/Level
13
Below Standard
adequately prepared.
Objectives were either unclear
on not addressed. Limited or
no progress was made toward
achieving goals for targeted
students.
Exceeds Standard
meeting focused and met
desired objectives.
Demonstrated ability to
engage all members of the
Advisory Group. Showed
regard for individual
differences and encouraged
dialogue.
*If no observation is held for the given advisory meeting select not applicable where indicated on Taskstream.
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Meets Standard
evidence that all agenda items
were covered and that
progress was made. There was
evidence of collaborative
decision making and
consensus building.
Score/Level
14
Preliminary Admin Credential Target Group - Final Evaluation Report 201314 (Task S6)
Levels/Criteria Below standards
Introduction
There is no
introduction to the
report or it is
vague.
Evaluation
There is a
superficial
evaluation of the
plan’s success.
There is limited
evidence regarding
what worked, what
didn’t and why.
Next steps may be
missing or general.
There is no
mention or limited
mention of the
EDL student’s
leadership role.
Conclusions
There is no
conclusion or the
conclusion does not
flow naturally from
the body of the
document.
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Meets standards
The introduction
describes some but
not all of the
following: the
target group; major
goals of the project;
processes used to
implement, monitor
and evaluate the
plan.
There is a
thoughtful
evaluation of how
well the plan
worked. Results are
shared for activities
designed to help
the target group.
There are specific
comments on the
EDL student’s
leadership role.
The conclusion
flows naturally
from the document.
Next steps are
indicated and align
with what occurred
over the course of
the year.
Exceeds standards Score/Level
The introduction
clearly describes
the target group;
major goals of the
project; and
processes used to
implement,
monitor, and
evaluate the plan.
Evaluation clearly
describes formative
data used to
measure success
thus far and
describes
summative data
that have or will be
used. Provides an
analysis of
improvement
strategies used and
identifies which
were successful
and which were
not. Provides
hypothesis as to the
reasons for success
or failure. Provides
reasoned plan for
adjusting
improvement plan.
The conclusion
flows naturally
from the document.
There are strategic
next steps clearly
indicated for
improving target
group achievement.
The conclusion
addresses the
leadership role
15
Levels/Criteria
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Below standards
Meets standards
Exceeds standards Score/Level
necessary for the
successful
implementation of
next steps.
16
San Diego State University
Department of Educational Leadership
Preliminary Administrative Services Credential Program
FIELD EXPERIENCE REQUIREMENTS/SITE APPROVAL FORM
Candidate _____________________________________________________________________
School / Site ___________________________________________________________________
School / Site Address ____________________________________________________________
Site Supervisor _________________________________________________________________
*Site Supervisor’s Position ________________________________________________________
*IMPORTANT: Site Supervisors are required by CCTC to hold a valid California
Administrative Services Credential.
Candidates in San Diego State University’s Preliminary Administrative Credential Program are
required to complete a field experience at their teaching site. The duration of the field
experience is one academic year, beginning in August and ending in May.
The Field Experience in Educational Leadership is intended to tie coursework to practice. The
Field Experience focuses on a targeted population of students at the candidate’s school site,
identified through data analysis of student achievement. Candidates will focus on improving
student achievement for this targeted group via the establishment of an Advisory Committee of
stakeholders who have relevant associations with the targeted group of students. Students will
provide leadership to the Advisory Committee to plan, implement, and evaluate specific
interventions aimed at increasing student achievement for the targeted group of students.
As site supervisor, you are asked:

to assist the candidate in this experience by providing him/her access to appropriate test
data and other relevant information regarding student achievement and school contextual
issues.

to consult with the candidate on selection of a target group of students for whom the
candidate will take leadership responsibility for instructional and other interventions in
order to improve the achievement levels of the target group of students.

to provide the candidate support for establishing an advisory committee of stakeholders
(e.g. classroom teachers, specialists, administrators, parents).
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17

to provide the candidate guidance and advice regarding the project, including such things
as assisting the candidate’s development of human relations skills for leadership with
teachers and parents, knowledge of administrative functions related to school
improvement (budgets, legal requirements), and understanding of organizational/district
policies and procedures.

to provide time with the candidate in reflective conversation regarding his/her leadership
growth and development.

to maintain communication with the University Supervisor regarding the candidate’s field
experience and progress.
The leadership candidate is expected:

to carry out the responsibilities of the field experience in a professional and ethical
manner.

to consult with the site supervisor regarding all aspects of the field experience.

to accept guidance and feedback from the site supervisor and University Supervisor
regarding the field experience and leadership growth.

to maintain appropriate confidentiality regarding student data and other sensitive
information.
I understand the commitment and my responsibility pertaining to each of the above elements of
the Field Experience.
_________________________________________________________________________
Candidate’s Signature
Date
The above named candidate has my approval to pursue San Diego State University’s Field
Experience Program and pursue the required program activities at the site at which I am an
administrator. I understand the nature and extent of the activities the candidate is expected to
complete and I will provide assistance/mentorship in helping the candidate meet those
requirements in a manner that prepares him/her to provide administrative leadership to schools.
_________________________________________________________________________
Site Supervisor’s Signature
Date
_________________________________________________________________________
University Supervisor’s Signature
Date
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18
Leadership Self Assessment
Standard 1
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.
To what extent do I currently engage in activities and behavior to ensure the following:
1 = Developing capability
Response Legend:
2 = Approaching capability
3 = Entry-level capability
1
2
3
Facilitate the development of a shared vision for the achievement of all students based upon
data from multiple measures of student learning and relevant qualitative indicators.
Communicate the shared vision so the entire school community understands and acts on the
school’s mission to become a standards-based education system.
Use the influence of diversity to improve teaching and learning.
Identify and address any barriers to accomplishing the vision.
Shape school programs, plans, and activities to ensure that they are integrated, articulated
through the grades, and consistent with the vision.
Leverage and marshal sufficient resources, including technology, to implement and attain the
vision for all students and all subgroups of students.
Standard 2
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.
To what extent do I currently engage in activities and behavior to ensure the following:
1 = Developing capability
Response Legend:
2 = Approaching capability
3 = Entry-level capability
1
2
Shape a culture in which high expectations are the norm for each student as evident in rigorous
academic work.
Promote equity, fairness, and respect among all members of the school community.
Facilitate the use of a variety of appropriate content-based learning materials and learning
strategies that recognize students as active learners, value reflection and inquiry, emphasize the
quality versus the amount of student application and performance, and utilize appropriate and
effective technology.
Guide and support the long-term professional development of all staff consistent with the
ongoing effort to improve the learning of all students relative to the content standards.
Provide opportunities for all members of the school community to develop and use skills in
collaboration, distributed leadership, and shared responsibility.
Create an accountability system grounded in standards-based teaching and learning.
Utilize multiple assessments to evaluate student learning in an ongoing process focused on
improving the academic performance of each student.
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3
Standard 3
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.
To what extent do I currently engage in activities and behavior to ensure the following:
1 = Developing capability
Response Legend:
2 = Approaching capability
3 = Entry-level capability
1
2
3
2
3
Sustain a safe, efficient, clean, well-maintained, and productive school environment that
nurtures student learning and supports the professional growth of teachers and support staff.
Utilize effective and nurturing practices in establishing student behavior management systems.
Establish school structures and processes that support student learning.
Utilize effective systems management, organizational development, and problem-solving and
decision-making techniques.
Align fiscal, human, and material resources to support the learning of all subgroups of students.
Monitor and evaluate the program and staff.
Manage legal and contractual agreements and records in ways that foster a professional work
environment and secure privacy and confidentiality for all students and staff.
Standard 4
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.
To what extent do I currently engage in activities and behavior to ensure the following:
1 = Developing capability
Response Legend:
2 = Approaching capability
3 = Entry-level capability
1
Recognize and respect the goals and aspirations of diverse family and community groups.
Treat diverse community stakeholder groups with fairness and respect.
Incorporate information about family and community expectations into school decision-making
and activities.
Strengthen the school through the establishment of community, business, institutional, and civic
partnerships.
Communicate information about the school on a regular and predictable basis through a variety
of media.
Support the equitable success of all students and all subgroups of students by mobilizing and
leveraging community support services.
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20
Standard 5
Standard 5. A school administrator is an educational leader who promotes the success of all students by modeling a personal code of ethics and
developing professional leadership capacity.
To what extent do I currently engage in activities and behavior to ensure the following:
1 = Developing capability
Response Legend:
2 = Approaching capability
3 = Entry-level capability
1
2
3
2
3
Model personal and professional ethics, integrity, justice, and fairness, and expect the same
behaviors from others.
Protect the rights and confidentiality of students and staff.
Use the influence of office to enhance the educational program, not personal gain.
Make and communicate decisions based upon relevant data and research about effective
teaching and learning, leadership, management practices, and equity.
Demonstrate knowledge of the standards-based curriculum and the ability to integrate and
articulate programs throughout the grades.
Demonstrate skills in decision-making, problem solving, change management, planning, conflict
management, and evaluation.
Reflect on personal leadership practices and recognize their impact and influence on the
performance of others.
Engage in professional and personal development.
Encourage and inspire others to higher levels of performance, commitment, and motivation.
Sustain personal motivation, commitment, energy, and health by balancing professional and
personal responsibilities.
Standard 6
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.
To what extent do I currently engage in activities and behavior to ensure the following:
1 = Developing capability
Response Legend:
2 = Approaching capability
3 = Entry-level capability
1
Influence and support public policies that ensure the equitable distribution of resources and
support for all subgroups of students.
Ensure that the school operates consistently within the parameters of federal, state, and local
laws, policies, regulations, and statutory requirements.
Generate support for the school by two-way communication with key decision-makers in the
school community.
Collect and report accurate records of school performance.
View oneself as a leader of a team and also as a member of a larger team.
Open the school to the public and welcome and facilitate constructive conversations about how
to improve student learning and achievement.
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CANDIDATE INFORMATION FORM
Candidate _____________________________________________________________________
Red ID # ______________________________________________________________________
Address _______________________________________________________________________
City __________________________________________________________________________
Zip code ______________________ Home Phone_____________Cell Phone _______________
Email address __________________________________________________________________
Position/Assignment ____________________________________________________________
Responsibilities _________________________________________________________________
School Contact Names And Numbers
School ________________________________________________________________________
District________________________________________________________________________
School Phone __________________________________________________________________
School Address _________________________________________________________________
City __________________________________________________________________________
Zip Code ______________________________________________________________________
Site Supervisor _________________________________________________________________
Site Supervisor’s Email___________________________________________________________
Superintendent _________________________________________________________________
ANY SPECIAL PARKING INSTUCTIONS OR DIRECTIONS TO THE SCHOOL SITE.
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22