EdL 850/851- Superintendent Field Experiences
Prepared by Faculty Members in the Department of Leadership,
Counselor Education,
Human and Organizational Development
Spring 2011

Field Experience Handbook:
Internship for the Superintendency
EdL 850/851- Superintendent Field Experiences
Purpose:
This handbook provides a description of the two three-hour field experience internships required of students seeking recommendation for superintendent certification in South Carolina.
This handbook is a guide for professors who facilitate the internship, for students who plan and demonstrate evidence of their learning, and for site supervising superintendents who mentor students and assist in evaluating students’ internship performance.
Table of Contents
Syllabus
2
Required Common Field Experiences
5
Instructions for Contract and Reflection Log
10
Instruction for Leadership Portfolio
11
Addendum Documents
12
1
Definitions
13
Planning Sheet
14
Possible Internship Work Areas
15
Standards (ISLLC and ELCC)
17
Contract Template
22
Portfolio Entry Coversheet Template and Sample
29
Scoring Guide for Required Field Experiences
33
Internship Portfolio Assessment Sheet
39
Internship Mentor Principal Feedback
44 Feedback on Contract
51
Site Visit Observation Form
52

Syllabus
EdL 850 (Initial)/ EdL 851 (Final)
Superintendent Field Experience
3 Credit Hours Each Course
Term/ Year: Summer I, 2010
Meeting Time: TBA
(Seminars meet approximately every other week during semester.
Time may be adjusted based on student need.)
Location: University Center, Greenville
Course Description : The courses are internships with an experienced administrator.
Students complete an initial and a final internship during the certification program.
In each internship
(initial and final), the student will provide evidence of a minimum of 100 hours of leadership work. As a result, over the two internships, the student will accrue at least 200 hours of schoolbased leadership work with a school principal.
Professor : Dr. C Michael Campbell
Contact Info: 864-378-6301 (cell)
Email: campbe6@clemson.edu
School of Education Mission
The mission of the School of Education is to prepare outstanding, reflective practitioners in education, counseling and human resource development through the provision of diverse experiences in content, method, and research that empower professionals to be effective members of the communities in which they live and serve.
2
Academic Integrity Policy
As members of the Clemson University community, we have inherited Thomas Green Clemson’s vision of this institution as a
“high seminary of learning.” Fundamental to this vision is a mutual commitment to truthfulness, honor, and responsibility without which we cannot earn the trust and respect of others. Furthermore, we recognize that academic dishonesty detracts from the value of a
Clemson degree. Therefore, we shall not tolerate lying, cheating, or stealing in any form.
Students with Disabilities
It is University policy to provide, on a flexible and individualized basis, reasonable accommodations to students who have disabilities.
Students are encouraged to contact Student Disability Services to discuss their individual needs for accommodation. If you have a documented disability that requires accommodation, you must notify the professor in writing during the first week of class.
Rationale: Practicum courses are designed for the student to have two semester-long, clinical experiences with an administrator in a field-based setting, earning a minimum of 100 hours in each internship. Both internships are required courses in the Ph.D and
Ed.S programs in Administration and Supervision and should be taken near the first half and in the second half of the certification program. It is preferred that students take one internship in the fall and one in the spring to experience a principals’ full-range of responsibilities over an academic year.
Standards and Objectives Addressed: The internships align with both the School of Education Conceptual Framework and with Interstate
School Leaders Licensure Consortium (ISLLC) Standards/ Educational
Leadership Constituent Council (ELCC) Standards as shown on the following table. Specifically, students in the initial internship are required to demonstrate evidence focused primarily on ELCC
Standards 1, 3, and 5.
Students in the final internship are required to

demonstrate evidence focused primarily on ELCC Standards 2, 4, and
6; however, during each internship, students will have some experiences across the six standards.
ISLLC Standard
Application of all ELCC
Standards (Visionary,
Content for
Caring
IA1-6,
IB1-3
Content
for
Capable
IIA1-9,
IIB1-8
Content for
Connect ed
IIIA1-3,
IIB1-3
Progress toward Certification or
Progress toward Degree
Students create a portfolio with evidence of leadership work in all six standards
Instructional,
Management,
Collaborative, Ethical, and Political Leadership)
(vision statement, career plan, log of activities/ reflections aligned with portfolio entries of field-based learning, and evidence of an educational improvement project)
Attendance Policy
Students should attend all seminar sessions, conferences, and site visits.
Evaluation and Grading Policy
The student will earn points for the following requirements. All deadlines for assignments must See handout from class for rubric.
A= 100-90 B= 89-80 C= 79-70 D= 69-60 F= 59-0
3

Field Experience #1: Examining Student Data Systems
(May count up to 3 hours)
Goals: The student will analyze the purposes and processes for maintaining accurate and accessible personnel data and records.
The student will examine the process human resources uses to manage personnel data. The student will identify implications for the superintendent.
Content: The student will analyze procedures established for personnel data collection and maintenance. The student will seek understanding of:
1) The types of personnel records/ data maintained
2) The legal and policy ramifications regarding records/ data
3) The use of records/ data for disciplinary and commendation purposes
4) The storage and safe-guarding of records/ data
5) The roles, duties, and responsibilities of those involved with record/ data generation, use, and maintenance
6) The use of technology in data management and recordkeeping
7) The types of reports required of administrators related to personnel data
Evidence of Completion:
1) Write no more than a 3 page summary presenting your findings and analysis, and
2) Imagine that you are appointed superintendent of a district.
Create an initial list of priority actions you will require as related to personnel data management.
4
Field Experience #2: Interview and Shadow Practicing
Superintendent
(Complete in EdL 850 internship / may count up to 8 hours on contract)
Goal: Using an interview protocol, students interview a superintendent to seek interpretation and advice about the job role and about current educational practices, policies, and demands of increased student learning and achievement. Students analyze and interpret responses to help clarify student growth needs as a future leader. Also, students document and analyze 6 hours of observation/shadowing of a district leader to identify the daily conduct and expected performance of practicing school district leaders.
Content:
(1) Based on research on the superintendency, students will use assigned course readings and texts to develop an interview protocol.
Among considerations for questions are:
· issues from assigned readings and EdL courses content about the role of school district leaders,
·
·
· the impact of national and state accountability policies, teaching and learning assessment issues, school improvement data, district finance
community capacity for supporting schools, and
· current economic and political issues
· challenges and rewards related to school district leadership.
·
(2) Shadow a school district leader(s) for a combined 6 total hours.
Create a bulleted log of times and observed activities. Indicate the
ELCC Standards addressed in these activities. Analyze the behaviors that you shadowed.
Evidence of Completion: Prepare no more than a 6 page doublespaced summary of findings and analysis. The interview protocol

and shadowing log should be attached as an appendix to this document.
Field Experience #3: Instructional Leadership Project
(Complete in EdL 851 final internship/ include project artifacts as part of portfolio entry/ may count up to 20 hours on contract) (Scored for ELCC Assessment p. 34 scoring rubric)
Goal: The student will practice skills to conduct/analyze a needs assessment, conduct a planning process for a project, and will work to implement and evaluate an instructional leadership project. The student will select a content area in which to prepare a professional development activity to address identified needs. Approval must be given by the site supervisor and professor.
Content: The student will develop and begin to implement a project from planning, implementation, and evaluation. The student will work with the site supervisor to identify an area of need in the school where the student can be involved as an instructional leader.
The plan for this will be mapped out by the student and activities will be based on data that the student analyzes to identify instructional needs and a preferred course of action. The student will follow this project through the semester and will plan an evaluation component to measure progress made.
Evidence of Completion: Prepare a 15-20 minute presentation using technology to explain the project and its results. Prepare a portfolio entry with artifacts. Collect feedback from the site supervisor and others impacted by the project.
Field Experience #4: Schoo Districtl-based Management
Project
(Complete during EdL 850 initial internship/ include project artifacts as part of a portfolio entry/ may count up to 20 hours on contract)
5
Goal: The student will plan and implement a school district based improvement project under the direction of the superintendent mentor.
Content: The student selects a managerial issue that supports improving the district/instructional environment, develops questions that need to be answered regarding this issue, collects data to answer the questions, and plan/ implements an improvement effort during the internship semester. The student will make a presentation regarding findings and recommendations for the future. Approval must be given by the site supervisor and professor.
Evidence of Completion: Prepare a 10-15 minute presentation using technology to explain the project, findings, and recommendations for future action. Prepare a portfolio entry. Collect feedback from the site supervisor and others impacted by the project to show evidence of progress along with artifacts.

Field Experience #5: Leadership for Special Education Services
(Complete in EdL 851 final internship/ may count up to 3 hours on contract) (Scored for ELCC Assessment p. 36 scoring rubric)
Goals: The student will increase knowledge of the district’s special education data per the State Performance Plan and indicators.
Content: Part I: The student will review and analyze data to identify the most challenging issues facing the district regarding special education.
Part II. The student will demonstrate knowledge of best practices and use of data to address indicators where the district has documented weaknesses.
Evidence of Completion:
Write no more than a 4 page summary presenting your findings and analysis.
Content: The student will attend SCSBA’s new board member orientation, and (b) one school board meeting during the semester.
The student will read journal articles posted on Blackboard and post original threads and comments.
Evidence of Completion:
The student will obtain agendas from the meetings and will critique each meeting, talking about the most important issue(s) addressed in the meetings, the leaders’ roles in these meetings, and will apply information gleaned from the new member orientation to observations at the board meeting,
Field Experience #6: School Board Analysis
(Complete in EdL 851 final internship/ may count up to 3 hours on contract) (Scored for ELCC Assessment p. 38 scoring rubric)
Goals: The student will become aware of the superintendent’s role in school board relations, governance and meetings.
Superintendents operate in political environments where they must interact with others and leverage support and resources to benefit their districts. Students will gain knowledge in these areas.
6

ELCC Standard
The Educational Leadership Constituent Council (ELCC) works with NCATE, a national organization to review and accredit educational leadership programs. ELCC standards were adopted from six ISLLC Standards; however, the ELCC performance indicators are different than those endorsed by ISLCC.
ISLLC Standards
Interstate School Leaders Licensure Consortium (ISLLC) Standards adopted by the Education Professional Standards Board that represent the essential knowledge and skills necessary for educational leadership in restructuring schools for the 21st century.
The standards focus on the broad areas of visionary leadership, instructional leadership, organizational management, collaboration skills, ethics, and skills to understand, respond to, and influence the larger political, social, economic, legal, and cultural context . South
Carolina has used the School Leaders’ Licensure Assessment
(SLLA) that is based on ISLLC Standards with first year principals.
This is being replaced by an alternative assessment process from
NASSP. The standards were revised in 2008.
Mentoring
Modeling, guiding, and supporting the intern. Mentoring is done primarily by the site supervisor/ principal with additional support provided by the professor/ practicum coordinator and other schoolbased administrators.
Observation Visits
On-site observations by the practicum coordinator for the purpose of observing job performance in the six areas. Typically 2-3 observations will occur during each practicum.
Portfolio
7
Collection of carefully selected examples that represent the student’s work related to the standards.
Site Supervisor
The principal mentor is the site supervisor for the practicum. This person provides regular learning and discussion activities with the practicum student throughout the semester.
Practicum Coordinator
The professor or Clemson clinical faculty member coordinates the practicum for the students and maintains contact with the site supervisor through several contacts during the semester.

8

. 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.
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.
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 learning environment.
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.
A school administrator is an educational leader who promotes the success of all students by acting with integrity, fairness, and in an ethical manner.
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.
9

ELCC
Standards
Visionary
Leadership
Instructional
Leadership
ELCC Elements
1.1 Develop a
Vision
1.2 Articulate a
Vision
1.3 Implement a
Vision
1.4 Steward a
Vision
1.5 Promote
Community
Involvement
2.1 Promote
Positive School
Culture
2.2 Provide
Effective
Instructional
Program
ELCC Sub – Elements (National Policy Board for Educational Administration. (2002). Standards for advanced programs in
Educational Leadership. Washington, DC: Author. Retrieved March 14, 2005 from: www.npbea.org/ELCC/ELCCStandards%20_5-02.pdf) a. Candidates develop a vision of learning for a school that promotes the success of all students. b. Candidates base this vision on relevant knowledge and theories, including but not limited to an understanding of learning goals in a pluralistic society, the diversity of learners and learners’ needs, schools as interactive social and cultural systems, and social and organizational change. a. Candidates demonstrate the ability to articulate the components of this vision for a school and the leadership processes necessary to implement and support the vision. b. Candidates demonstrate the ability to use data based research strategies and strategic planning processes that focus on student learning to inform the development of a vision, drawing on relevant information sources such as student assessment results, student and family demographic data, and an analysis of community needs. c. Candidates demonstrate the ability to communicate the vision to staff, parents, students, and community members through the use of symbols, ceremonies, stories, and other activities. a. Candidates can formulate the initiatives necessary to motivate staff, students, and families to achieve the school’s vision. b. Candidates develop plans and processes for implementing the vision (e.g., articulating the vision and related goals, encouraging challenging standards, facilitating collegiality and teamwork, structuring significant work, ensuring appropriate use of student assessments, providing autonomy, supporting innovation, delegating responsibility, developing leadership in others, and securing needed resources). a. Candidates demonstrate an understanding of the role effective communication skills play in building a shared commitment to the vision. b. Candidates design or adopt a system for using data based research strategies to regularly monitor, evaluate, and revise the vision. c. Candidates assume stewardship of the vision through various methods. a. Candidates demonstrate the ability to involve community members in the realization of the vision and in related school improvement efforts. b. Candidates acquire and demonstrate the skills needed to communicate effectively with all stakeholders about implementation of the vision. a. Candidates assess school culture using multiple methods and implement context-appropriate strategies that capitalize on the diversity (e.g., population, language, disability, gender, race, socio-economic) of the school community to improve school programs and culture. a. Candidates demonstrate the ability to facilitate activities that apply principles of effective instruction to improve instructional practices and curricular materials. b. Candidates demonstrate the ability to make recommendations regarding the design, implementation, and evaluation of a curriculum that fully accommodates learners’ diverse needs.
10

ELCC
Standards
ELCC Elements
2.3 Apply Best
Practices to
Student
Learning
ELCC Sub – Elements (National Policy Board for Educational Administration. (2002). Standards for advanced programs in
Educational Leadership. Washington, DC: Author. Retrieved March 14, 2005 from: www.npbea.org/ELCC/ELCCStandards%20_5-02.pdf) c. Candidates demonstrate the ability to use and promote technology and information systems to enrich curriculum and instruction, to monitor instructional practices and provide staff the assistance needed for improvement. a. Candidates demonstrate the ability to assist school personnel in understanding and applying best practices for student learning. b. Candidates apply human development theory, proven learning and motivational theories, and concern for diversity to the learning process. c. Candidates demonstrate an understanding of how to use appropriate research strategies to promote an environment for improved student achievement. a. Candidates design and demonstrate an ability to implement well-planned, context-appropriate professional development programs based on reflective practice and research on student learning consistent with the school vision and goals. b. Candidates demonstrate the ability to use strategies such as observations, collaborative reflection, and adult learning strategies to form comprehensive professional growth plans with teachers and other school personnel.
2.4 Design
Comprehensiv e Professional
Growth Plans c. Candidates develop and implement personal professional growth plans that reflect a commitment to life-long learning.
Managerial
Leadership
3.1 Manage the
Organization
3.2 Manage
Operations
3.3 Manage
Resources a. Candidates demonstrate the ability to optimize the learning environment for all students by applying appropriate models and principles of organizational development and management, including research and data driven decision-making with attention to indicators of equity, effectiveness, and efficiency. b. Candidates develop plans of action for focusing on effective organization and management of fiscal, human, and material resources, giving priority to student learning, safety, curriculum, and instruction. c. Candidates demonstrate an ability to manage time effectively and deploy financial and human resources in ways that promote student achievement. a. Candidates demonstrate the ability to involve staff in conducting operations and setting priorities using appropriate and effective needs assessment, research-based data, and group process skills to build consensus, communicate, and resolve conflicts in order to align resources with the organizational vision. b. Candidates develop communications plans for staff that includes opportunities for staff to develop their family and community collaboration skills. c. Candidates demonstrate an understanding of how to apply legal principles to promote educational equity and provide safe, effective, and efficient facilities. a. Candidates use problem-solving skills and knowledge of strategic, long-range, and operational planning (including applications of technology) in the effective, legal, and equitable use of fiscal, human, and material resource allocation and alignment that focuses on teaching and learning. b. Candidates creatively seek new resources to facilitate learning. c. Candidates apply and assess current technologies for school management, business procedures, and scheduling.
Collaborative 4.1 Collaborate a. Candidates demonstrate an ability to bring together the resources of family members and the community to affect
11

ELCC
Standards
Leadership
Ethical
Leadership
ELCC Elements with Families and Other
Community members
ELCC Sub – Elements (National Policy Board for Educational Administration. (2002). Standards for advanced programs in
Educational Leadership. Washington, DC: Author. Retrieved March 14, 2005 from: www.npbea.org/ELCC/ELCCStandards%20_5-02.pdf) student learning positively. b. Candidates demonstrate an ability to involve families in the education of their children based on the belief that families have the best interests of their children in mind. c. Candidates demonstrate the ability to use public information and research-based knowledge of issues and trends to collaborate with families and community members. d. Candidates apply an understanding of community relations models, marketing strategies and processes, databased decision-making, and communications theory to create frameworks for school, family, business, community, government, and higher education partnerships. e. Candidates develop various methods of outreach aimed at business, religious, political, and service organizations. f. Candidates demonstrate the ability to involve families and other stakeholders in school decision-making processes, reflecting an understanding that schools are an integral part of the larger community.
4.2 Respond to
Community
Interests and
Needs g. Candidates demonstrate the ability to collaborate with community agencies to integrate health, social, and other services. h. Candidates develop a comprehensive program of community relations and demonstrate the ability to work with the media. a. Candidates demonstrate active involvement within the community, including interactions with individuals and groups with conflicting perspectives. b. Candidates demonstrate the ability to use appropriate assessment strategies and research methods to understand and accommodate diverse school and community conditions and dynamics. c. Candidates provide leadership to programs serving students with special and exceptional needs.
4.3 Mobilize
Community
Resources d. Candidates demonstrate the ability to capitalize on the diversity (cultural, ethnic, racial, economic, and special interest groups) of the school community to improve school programs and meet the diverse needs of all students. a. Candidates demonstrate an understanding of and ability to use community resources, including youth services, to support student achievement, solve school problems, and achieve school goals. b. Candidates demonstrate how to use school resources and social service agencies to serve the community.
5.1 Acts with
Integrity c. Candidates demonstrate an understanding of ways to use public resources and funds appropriately and effectively to encourage communities to provide new resources to address emerging student problems. a. Candidates demonstrate a respect for the rights of others with regard to confidentiality and dignity and engage in honest interactions.
5.2 Acts Fairly a. Candidates demonstrate the ability to combine impartiality, sensitivity to student diversity, and ethical considerations in their interactions with others.
5.3 Acts
Ethically a. Candidates make and explain decisions based upon ethical and legal principles.
12

ELCC
Standards
Political
Leadership
ELCC Elements
6.1 Understand the Larger
Context
6.2 Respond to the Larger
Context
6.3 Influence the Larger
Context
ELCC Sub – Elements (National Policy Board for Educational Administration. (2002). Standards for advanced programs in
Educational Leadership. Washington, DC: Author. Retrieved March 14, 2005 from: www.npbea.org/ELCC/ELCCStandards%20_5-02.pdf) a. Candidates act as informed consumers of educational theory and concepts appropriate to school context and can demonstrate the ability to apply appropriate research methods to a school context. b. Candidates demonstrate the ability to explain how the legal and political systems and institutional framework of schools have shaped a school and community, as well as the opportunities available to children and families in a particular school. c. Candidates demonstrate the ability to analyze the complex causes of poverty and other disadvantages and their effects on families, communities, children, and learning. d. Candidates demonstrate an understanding of the policies, laws, and regulations enacted by local, state, and federal authorities that affect schools, especially those that might improve educational and social opportunities. e. Candidates demonstrate the ability to describe the economic factors shaping a local community and the effects economic factors have on local schools. f. Candidates demonstrate the ability to analyze and describe the cultural diversity in a school community. g. Candidates can describe community norms and values and how they relate to the role of the school in promoting social justice. h. Candidates demonstrate the ability to explain various theories of change and conflict resolution and the appropriate application of those models to specific communities. a. Candidates demonstrate the ability to communicate with members of a school community concerning trends, issues, and potential changes in the environment in which the school operates, including maintenance of an ongoing dialogue with representatives of diverse community groups. a. Candidates demonstrate the ability to engage students, parents, and other members of the community in advocating for adoption of improved policies and laws. b. Candidates apply their understanding of the larger political, social, economic, legal, and cultural context to develop activities and policies that benefit students and their families. c. Candidates advocate for policies and programs that promote equitable learning opportunities and success for all students, regardless of socioeconomic background, ethnicity, gender, disability, or other individual characteristics.
13

ELCC Standard 1.0: Candidates o promote the success of all
Learning Objective
(What you plan to learn) students by facilitating the development, articulation, implementation, and stewardship of a school vision of learning supported by the school community.
1.1 Develop a School Vision of
Learning.
1.2 Articulate a School Vision of Learning.
1.3 Implement a School Vision
of Learning.
1.4 Steward a School Vision of
Learning.
1.5 Promote Community
Involvement in School Vision.
REFLECTION:
Bulleted list of activities for each learning objective
(What you’ll do)
14
Extent of
Activity
(Indicate with:
O=Observing
P=Participating
L=Primary
Leadership Role
Approximate Actual Hours
Month and
Expected
Hours with Cumulative
Hours Total per
ELCC Standard
TOTAL:

ADD THE ELCC SUBLELEMENTS THAT YOU PLAN TO ADDRESS. PLACE THESE IN COLUMN 1 UNDER THE ELEMENTS (SUCH AS 1.1.A paraphrased).
ELCC Standard 2.0: Candidates promote the success of all students by promoting a positive school culture, providing an effective instructional program, applying best practice to student
learning, and designing comprehensive professional growth plans for staff.
2.1 Promote a Positive School
Culture.
2.2 Provide Effective
Instructional Program.
2.3 Apply Best Practice to
Student Learning.
2.4 Design Comprehensive
Professional Growth Plans.
REFLECTION:
Learning Objective
(What you plan to learn)
Bulleted list of activities for each learning objective
(What you’ll do)
Extent of
Activity
(Indicate with:
O=Observing
P=Participating
L=Primary
Leadership Role
Approximate
Month and
Expected
Hours
Actual Hours with
Cumulative
Hours
Total per
ELCC
Standard
15

ELCC Standard 3.0: Candidates promote the success of all
students by managing the organization, operations, and resources in a way that promotes a safe, efficient, and effective learning environment
.3.1 Manage the Organization.
3.2 Manage the Operations.
3.3 Manage the Resources.
Learning Objective
(What you plan to learn)
Bulleted list of activities for each learning objective
(What you’ll do)
REFLECTION:
16
Extent of
Activity
(Indicate with:
O=Observing
P=Participating
L=Primary
Leadership Role
Approximate
Month and
Expected
Hours
Actual Hours with
Cumulative
Hours
Total per
ELCC
Standard
TOTAL:

ELCC Standard 4.0: Candidates to promote the success of all (What you plan to learn) students by collaborating with families and other community members, responding to diverse community interests and needs, and mobilizing community resources.
4.1 Collaborate with Families and Other Community
Members.
4.2 Respond to Community
Interests and Needs.
4.3 Mobilize Community
Resources.
REFLECTION:
Bulleted list of activities for each learning objective
(What you’ll do)
17
Extent of
Activity
(Indicate with:
O=Observing
P=Participating
L=Primary
Leadership Role
Approximate
Month and
Expected
Hours
Actual Hours with
Cumulative
Hours
Total per
ELCC
Standard
TOTAL:

ELCC Standard 5.0: Candidates promote the success of all students by acting with integrity, fairly, and in an ethical manner
5.1 Acts with Integrity
5.2 Acts Fairly
5.3 Acts Ethically
REFLECTION:
Learning Objective
(What you plan to learn)
Bulleted list of activities for each learning objective
(What you’ll do)
18
Extent of
Activity
(Indicate with:
O=Observing
P=Participating
L=Primary
Leadership Role
Approximate
Month and
Expected
Hours
Actual Hours with
Cumulative
Hours
Total per
ELCC
Standard
TOTAL:

19

ELCC
Standard 6.0: Candidates promote the success of all students by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context.
6.1 Understand the Larger
Educational Context.
6.2 Respond to the Larger
Educational Context
6.3 Influence the Larger Educational
Context.
Learning Objective
(What you plan to learn)
REFLECTION:
Bulleted list of activities for each learning objective
(What you’ll do)
Extent of
Activity
(Indicate with:
O=Observing
P=Participating
L=Primary
Leadership Role
Approximate
Month and
Expected
Hours
Actual Hours with
Cumulative
Hours Total per ELCC
Standard
TOTAL:
20

21

22

Superintendent Internship Mentor Final Internship Feedback Scoring Guide
Clemson University
Initial Internship___________________ or Final Internship___________________
What are the intern’s strengths as a future district leader?
What is the most important area where the intern still needs growth or experience?
Do you have suggestions for us at Clemson for improving our internship or leadership program? If so, please write your suggestion(s).
Please use the following pages to rate the student’s readiness for school leadership related to the standards.
23



SCORING:
4= Exemplary (ready for job entry/ exceeds expectations for new administrator),
3- Proficient (ready for job entry),
2- Progressing(Still developing in early skills),
1Unsatisfactory (Lacks development )
ELCC
Standards
Visionary
Leadership
ELCC
Elements
1.1 Develop a
Vision
1.2 Articulate a
Vision
1.3 Implement a Vision
ELCC Sub – Elements (National Policy Board for Educational Adyministration. (2002). Standards for
advanced programs in Educational Leadership. Washington, DC: Author. Retrieved March 14,
2005 from: www.npbea.org/ELCC/ELCCStandards%20_5-02.pdf) a. Candidates develop a vision of learning for a school that promotes the success of all students. b. Candidates base this vision on relevant knowledge and theories, including but not limited to an understanding of learning goals in a pluralistic society, the diversity of learners and learners’ needs, schools as interactive social and cultural systems, and social and organizational change. a. Candidates demonstrate the ability to articulate the components of this vision for a school and the leadership processes necessary to implement and support the vision. b. Candidates demonstrate the ability to use data based research strategies and strategic planning processes that focus on student learning to inform the development of a vision, drawing on relevant information sources such as student assessment results, student and family demographic data, and an analysis of community needs. c. Candidates demonstrate the ability to communicate the vision to staff, parents, students, and community members through the use of symbols, ceremonies, stories, and other activities. a. Candidates can formulate the initiatives necessary to motivate staff, students, and families to achieve the school’s vision. b. Candidates develop plans and processes for implementing the vision (e.g., articulating the vision and related goals, encouraging challenging standards, facilitating collegiality and teamwork, structuring significant work, ensuring appropriate use of student assessments, providing autonomy, supporting innovation, delegating responsibility, developing leadership in others, and securing needed resources).
The candidate’s
observed 1 performance:
4. 3. 2. Or 1
1
(Write in score, for only those elements observed.)
24

ELCC
Standards
Instructional
Leadership
ELCC
Elements
1.4 Steward a
Vision
1.5 Promote
Community
Involvement
2.1 Promote
Positive
School Culture
2.2 Provide
Effective
Instructional
Program
2.3 Apply Best
Practices to
Student
Learning
2.4 Design
Comprehensiv e Professional
Growth Plans
ELCC Sub – Elements (National Policy Board for Educational Adyministration. (2002). Standards for
advanced programs in Educational Leadership. Washington, DC: Author. Retrieved March 14,
2005 from: www.npbea.org/ELCC/ELCCStandards%20_5-02.pdf) a. Candidates demonstrate an understanding of the role effective communication skills play in building a shared commitment to the vision. b. Candidates design or adopt a system for using data based research strategies to regularly monitor, evaluate, and revise the vision. c. Candidates assume stewardship of the vision through various methods. a. Candidates demonstrate the ability to involve community members in the realization of the vision and in related school improvement efforts. b. Candidates acquire and demonstrate the skills needed to communicate effectively with all stakeholders about implementation of the vision. a. Candidates assess school culture using multiple methods and implement context-appropriate strategies that capitalize on the diversity (e.g., population, language, disability, gender, race, socioeconomic) of the school community to improve school programs and culture. a. Candidates demonstrate the ability to facilitate activities that apply principles of effective instruction to improve instructional practices and curricular materials. b. Candidates demonstrate the ability to make recommendations regarding the design, implementation, and evaluation of a curriculum that fully accommodates learners’ diverse needs. c. Candidates demonstrate the ability to use and promote technology and information systems to enrich curriculum and instruction, to monitor instructional practices and provide staff the assistance needed for improvement. a. Candidates demonstrate the ability to assist school personnel in understanding and applying best practices for student learning. b. Candidates apply human development theory, proven learning and motivational theories, and concern for diversity to the learning process. c. Candidates demonstrate an understanding of how to use appropriate research strategies to promote an environment for improved student achievement. a. Candidates design and demonstrate an ability to implement well-planned, context-appropriate professional development programs based on reflective practice and research on student learning consistent with the school vision and goals. b. Candidates demonstrate the ability to use strategies such as observations, collaborative reflection, and adult learning strategies to form comprehensive professional growth plans with teachers and other school personnel. c. Candidates develop and implement personal professional growth plans that reflect a commitment to life-long learning.
The candidate’s
observed 1 performance:
4. 3. 2. Or 1
25

ELCC
Standards
Managerial
Leadership
Collaborative
Leadership
ELCC
Elements
3.1 Manage the
Organization
3.2 Manage
Operations
3.3 Manage
Resources
4.1 Collaborate with Families and Other
Community members
ELCC Sub – Elements (National Policy Board for Educational Adyministration. (2002). Standards for
advanced programs in Educational Leadership. Washington, DC: Author. Retrieved March 14,
2005 from: www.npbea.org/ELCC/ELCCStandards%20_5-02.pdf) a. Candidates demonstrate the ability to optimize the learning environment for all students by applying appropriate models and principles of organizational development and management, including research and data driven decision-making with attention to indicators of equity, effectiveness, and efficiency. b. Candidates develop plans of action for focusing on effective organization and management of fiscal, human, and material resources, giving priority to student learning, safety, curriculum, and instruction. c. Candidates demonstrate an ability to manage time effectively and deploy financial and human resources in ways that promote student achievement. a. Candidates demonstrate the ability to involve staff in conducting operations and setting priorities using appropriate and effective needs assessment, research-based data, and group process skills to build consensus, communicate, and resolve conflicts in order to align resources with the organizational vision. b. Candidates develop communications plans for staff that includes opportunities for staff to develop their family and community collaboration skills. c. Candidates demonstrate an understanding of how to apply legal principles to promote educational equity and provide safe, effective, and efficient facilities. a. Candidates use problem-solving skills and knowledge of strategic, long-range, and operational planning (including applications of technology) in the effective, legal, and equitable use of fiscal, human, and material resource allocation and alignment that focuses on teaching and learning. b. Candidates creatively seek new resources to facilitate learning. c. Candidates apply and assess current technologies for school management, business procedures, and scheduling. a. Candidates demonstrate an ability to bring together the resources of family members and the community to affect student learning positively. b. Candidates demonstrate an ability to involve families in the education of their children based on the belief that families have the best interests of their children in mind. c. Candidates demonstrate the ability to use public information and research-based knowledge of issues and trends to collaborate with families and community members. d. Candidates apply an understanding of community relations models, marketing strategies and processes, databased decision-making, and communications theory to create frameworks for school, family, business, community, government, and higher education partnerships. e. Candidates develop various methods of outreach aimed at business, religious, political, and service organizations. f. Candidates demonstrate the ability to involve families and other stakeholders in school decision-
The candidate’s
observed 1 performance:
4. 3. 2. Or 1
26

ELCC
Standards
Ethical
Leadership
Political
Leadership
ELCC
Elements
ELCC Sub – Elements (National Policy Board for Educational Adyministration. (2002). Standards for
advanced programs in Educational Leadership. Washington, DC: Author. Retrieved March 14,
2005 from: www.npbea.org/ELCC/ELCCStandards%20_5-02.pdf)
4.2 Respond to
Community
Interests and
Needs making processes, reflecting an understanding that schools are an integral part of the larger community. g. Candidates demonstrate the ability to collaborate with community agencies to integrate health, social, and other services. h. Candidates develop a comprehensive program of community relations and demonstrate the ability to work with the media. a. Candidates demonstrate active involvement within the community, including interactions with individuals and groups with conflicting perspectives. b. Candidates demonstrate the ability to use appropriate assessment strategies and research methods to understand and accommodate diverse school and community conditions and dynamics.
4.3 Mobilize
Community
Resources c. Candidates provide leadership to programs serving students with special and exceptional needs. d. Candidates demonstrate the ability to capitalize on the diversity (cultural, ethnic, racial, economic, and special interest groups) of the school community to improve school programs and meet the diverse needs of all students. a. Candidates demonstrate an understanding of and ability to use community resources, including youth services, to support student achievement, solve school problems, and achieve school goals. b. Candidates demonstrate how to use school resources and social service agencies to serve the community.
5.1 Acts with
Integrity a. Candidates demonstrate a respect for the rights of others with regard to confidentiality and dignity and engage in honest interactions.
5.2 Acts Fairly a. Candidates demonstrate the ability to combine impartiality, sensitivity to student diversity, and ethical considerations in their interactions with others.
5.3 Acts
Ethically
6.1 Understand c. Candidates demonstrate an understanding of ways to use public resources and funds appropriately and effectively to encourage communities to provide new resources to address emerging student problems. a. Candidates make and explain decisions based upon ethical and legal principles. a. Candidates act as informed consumers of educational theory and concepts appropriate to school the Larger
Context context and can demonstrate the ability to apply appropriate research methods to a school context. b. Candidates demonstrate the ability to explain how the legal and political systems and institutional framework of schools have shaped a school and community, as well as the opportunities available to children and families in a particular school. c. Candidates demonstrate the ability to analyze the complex causes of poverty and other disadvantages and their effects on families, communities, children, and learning.
The candidate’s
observed 1 performance:
4. 3. 2. Or 1
27

ELCC
Standards
ELCC
Elements
6.2 Respond to the Larger
Context
6.3 Influence the Larger
Context
ELCC Sub – Elements (National Policy Board for Educational Adyministration. (2002). Standards for
advanced programs in Educational Leadership. Washington, DC: Author. Retrieved March 14,
2005 from: www.npbea.org/ELCC/ELCCStandards%20_5-02.pdf)
The candidate’s
observed 1 performance:
4. 3. 2. Or 1 d. Candidates demonstrate an understanding of the policies, laws, and regulations enacted by local, state, and federal authorities that affect schools, especially those that might improve educational and social opportunities. e. Candidates demonstrate the ability to describe the economic factors shaping a local community and the effects economic factors have on local schools. f. Candidates demonstrate the ability to analyze and describe the cultural diversity in a school community. g. Candidates can describe community norms and values and how they relate to the role of the school in promoting social justice. h. Candidates demonstrate the ability to explain various theories of change and conflict resolution and the appropriate application of those models to specific communities. a. Candidates demonstrate the ability to communicate with members of a school community concerning trends, issues, and potential changes in the environment in which the school operates, including maintenance of an ongoing dialogue with representatives of diverse community groups. a. Candidates demonstrate the ability to engage students, parents, and other members of the community in advocating for adoption of improved policies and laws. b. Candidates apply their understanding of the larger political, social, economic, legal, and cultural context to develop activities and policies that benefit students and their families. c. Candidates advocate for policies and programs that promote equitable learning opportunities and success for all students, regardless of socioeconomic background, ethnicity, gender, disability, or other individual characteristics.
28

Professor Feedback Form on Initial Contract Draft
Contract for:__________________________ Reviewer:_____________________________
Date:________________________________
Strength Suggestions
________________________________________________________________________
ELCC Standard 1
ELCC Standard 2
ELCC Standard 3
ELCC Standard 4
ELCC Standard 5
1
ELCC Standard 6
Work across standards is balanced.
2 3 4 5
Not balanced
Activities clearly exceed current work roles.
1 2 3 4
Well-balanced
5
Well-balanced Not balanced
Activities provide clear detail on what intern will do.
1 2 3
Not balanced
Suggestions or questions:
4 5
Well-balanced
29

Name of Practicum Student
FIELD EXPERIENCE SITE VISIT AND OBSERVATION FORM
(May be used by the university professor during site visits/ conferences.)
_____________________________ _______________________________ ___________________________
School Name School District
________________________________________________ ____________________________
Name of Principal Mentor/ Site Supervisor Name of Clemson Observer/ Professor
_________________________________________________
Date of Visit and Time
For Site Supervisor/ Superintendent Mentor
1.
What are the strongest areas of work that you have seen from the practicum student so far this term?
2.
Were there any areas where the practicum student did not perform satisfactorily?
If so, in what area(s) and in what way did the student not meet expectations?
3.
What are areas where the practicum student still needs more experience and knowledge?
4.
Do you have any concerns with or suggestions to improve the practicum experience for this student?
30

For Practicum Student
1.
What do you consider to be your strongest areas of work that you have done this semester?
2.
Were there any leadership work areas that were particularly challenging for you? Why did you find this to be so?
3.
In what areas do you need more experience and knowledge?
4.
Do you have concerns or suggestions that can be used to improve your practicum experience?
Clemson Professor/ Practicum Coordinator Notes:
1. Summary of Site Visit and Student Progress:
2. Area of Focus for Next Site Visit or Conference with Student:
3. Concerns or Issues to Address: (if applicable)
31