Interns’ and Supervisors’
Pocket Book
Department of
Advanced Programs
Central Washington University
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Table of Contents
Welcome to Academic Year 2015-2016 .......................................... 4
Mission Statement ............................................................................... 4
Goals of the Program ........................................................................... 4
Intern Responsibilities ..................................................................... 6
Building Administrator (Supervisor) Responsibilities ...................... 7
University Supervisor Responsibilities ............................................ 8
Performance Assessment ................................................................ 9
Resources: ..................................................................................... 15
Important Dates: ........................................................................... 16
Principal’s Certification Program................................................... 17
WA State Standard 5 Quarterly Assessment ................................. 17
Contact Information ...................................................................... 23
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Welcome to Academic Year 2015-2016
Mission Statement
Our mission is to prepare school leaders who demonstrate strategic,
instructional, organizational, political, personnel and community
leadership; and to provide the community a source of scholarship
and assistance in interpretation and application of scholarship and
effective learning practices.
Goals of the Program
Prepare school leaders who demonstrate knowledge, skills,
attributes, and commitment necessary for meeting Washington State
Standard 5.

Standard 5.1 – Visionary Leadership: A school or program
administrator is an educational leader who has the
knowledge, skills, and cultural competence to improve
learning and achievement to ensure the success of each
students by leading the development, articulation,
implementation, and stewardship of a vision of learning that
is shared and supported by school/program and community
stakeholders.

Standard 5.2 – Instructional Improvement: A school or
program administrator is an educational leader who has the
knowledge, skills, and cultural competence to improve
learning and achievement to ensure the success of each
student by leading through advocating, nurturing, and
sustaining district/school/program cultures and coherent
instructional programs that are conducive to students
learning and staff professional growth.
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
Standard 5.3– Effective Management: A school or program
administrator is an educational leader who has the
knowledge, skills, and cultural competence to improve
learning and achievement to ensure the success of each
student by ensuring management of the organization,
operations, and resources for a safe, efficient, and effective
learning environment.

Standard 5.4 – Inclusive Practice: A school or program
administrator is an educational leader who has the
knowledge, skills, and cultural competence to improve
learning and achievement to ensure the success of each
student by collaborating with families and community
members, responding to diverse community interests and
needs, and mobilizing community resources.

Standard 5.5 – Ethical Leadership: A school or program
administrator is an educational leader who has the
knowledge, skills, and cultural competence to improve
learning and achievement to ensure the success of each
student by acting with integrity fairness, and in an ethical
manner.

Standard 5.6 – Socio-Political Context: A school or program
administrator is an educational leader who has the
knowledge, skills, and cultural competence to improve
learning and achievement to ensure the success of each
student by understanding, responding to, and influencing the
political, social, economic, legal, and cultural context.
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Intern Responsibilities
To accomplish the stated goals, our responsibilities are as follows:
 The intern in concert with building supervisor will continue to
address the Performance Task Guide for Principal and Program
Administrator Certification (WCEAP) during internship duties.
• Communicate openly and honestly with Supervisor (Building
Administrator) and university supervisor on issues impacting their
internship experience.
• Obtain the support of his / her principal as supervisor.
• Develop the Intern’s Professional Growth Plan (PGP) collaboratively
with supervisor and the university supervisor within the first month
of the quarter.
• Obtain signatures of supervisor and the university supervisor as
evidence of their approval of the PGP.
• Take initiative, with the supervisor’s guidance, to be involved as
much as possible in all school activities and functions.
• Maintain a daily log of internship activities.
• Maintain evidence of weekly reflections (as needed).
• Abide by all policies, rules and guidelines of the school.
• Maintain an open relationship with the supervisor and others.
• Maintain absolute confidentiality and ethical standards.
• Attend all scheduled intern meetings.
 Utilize professional days to participate in appropriate professional
development activities, with approval of the supervisor.
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• Complete a pre & post self-inventory assessment.
• Participate in site-visit coaching sessions with the university
supervisor to discuss progress and review required documentation.
• Address each Washington State Standard 5 component and provide
documentation of how plans impact student learning.
• Submit a Program summation in the form of a culminating project
upon completion of all internship requirements.
• Create an agenda for all meetings with supervisors.
Building Administrator (Supervisor)
Responsibilities
• Serve as an administrative role model for the intern.
• Provide an office space for the intern.
• Guide the development of the Professional Growth Plan (PGP);
coordinate opportunities for intern to meet Washington State
Standard 5 through walk throughs, staff development and teacher
evaluations.
• Approve PGP collaboratively with the intern and university
supervisor. Sign the Internship PGP confirmation form which serves
as affirmation that the contents of the PGP will be faithfully carried
out by the intern's activities and experiences.
• Provide and guide work experiences contained in the PGP.
• Provide ongoing feedback to the intern.
• Communicate the intern’s role to school faculty and students.
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 Provide learning opportunities that will enhance the quality of the
internship experiences.
• Communicate with CWU supervisor or Chair of the Advanced
Programs Department as needed.
• Provide release time, when possible, for the intern to participate in
authentic tasks associated with the principalship.
• Complete quarterly intern evaluations to be submitted to the
Department Chair no later than the last Friday of each quarter.
University Supervisor Responsibilities
• Serve as an administrative role model to the intern.
• Provide the intern guidelines, requirements, documents, and
support to successfully complete the internship experience.
• Work collaboratively with the intern and supervisor (Building
Administrator) to develop the Professional Growth Plan (PGP).
• Approve the PGP.
• Coordinate and schedule meetings with the supervisor and intern.
• Meet with the intern at least two times each quarter to approve the
PGP, review progress, discuss challenges and provide support.
• Provide formative feedback regarding the intern’s performance of
internship requirements.
 Continue to review the Performance Task Guide for Principal and
Program Administrators Certification (WCEAP) with their intern.
• Review & evaluate the intern’s portfolio on LiveText.
• Work as a liaison with building administrator as needed.
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Performance Assessment
School Vision
of Learning
Target
Acceptable
Unacceptable
The school leader uses
varied sources of
information and analyzes
data about current
practices and outcomes
to shape a vision,
mission, and goals with
high, measurable
expectations for all
students and educators.
The school leader
fairly uses varied
sources of information
and analyzes data
about current
practices and
outcomes to shape a
vision, mission, and
goals with high,
measurable
expectations for all
students and
educators.
The school leader
advocates for a specific
vision of learning in
which every student has
equitable, appropriate,
and effective learning
opportunities and
achieves at high levels.
The school leader
fairly advocates for a
specific vision of
learning in which
every student has
equitable,
appropriate, and
effective learning
opportunities and
achieves at high levels.
The school
leader does not
use varied
sources of
information and
/ or analyze data
about current
practices and
outcomes to
shape a vision,
mission, and
goals with high,
measurable
expectations for
all students and
educators.
The school leader
advocates for and acts
on commitments in the
vision, mission, and goals
to provide equitable,
appropriate, and
effective learning
opportunities for every
student.
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Promote a
Positive
School
Culture
Target
Acceptable
Unacceptable
The school leader
develops shared
understanding,
capacities, and
commitment to high
expectations for all
students and to closing
achievement gaps.
The school leader
fairly develops
shared
understanding,
capacities, and
commitment to high
expectations for all
students and to
closing achievement
gaps.
The school leader
does not develop
shared
understanding,
capacities, and
commitment to
high expectations
for all students
and to closing
achievement
gaps.
Provides ongoing
feedback using data,
assessments, and
evaluation methods that
improve practice.
The school leader
identifies and uses highquality research and
data-based strategies
and practices that are
appropriate in the local
context to increase
learning for each and
every student.
The school leader
fairly provides
ongoing feedback
using data,
assessments, and
evaluation methods
that improve
practice.
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Management
of
Organization
Target
Acceptable
Unacceptable
The school leader uses
effective tools such as
problem-solving skills
and knowledge of
strategic, long-range,
and operational
planning to
continuously improve
the operational system.
The school leader
fairly uses effective
tools such as
problem-solving skills
and knowledge of
strategic, long-range,
and operational
planning to
continuously
improve the
operational system.
The school leader
does not use
effective tools
such as problemsolving skills and
knowledge of
strategic, longrange, and
operational
planning to
continuously
improve the
operational
system.
The school leader
involves parents,
teachers, and students
in developing,
implementing, and
monitoring guidelines
and norms for
accountable behavior.
The school leader
fairly involves
parents, teachers,
and students in
developing,
implementing, and
monitoring
guidelines and norms
for accountable
behavior.
The school leader seeks
and secures additional
resources needed to
accomplish the vision
and goals, and
advocates for and
creates collaborative
systems and distributed
leadership
responsibilities that
support student and
staff learning and wellbeing.
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Collaborating
with
Stakeholders
Target
Acceptable
Unacceptable
The school leader
brings together the
resources of schools,
family members, and
community to positively
affect student and adult
learning, including
parents and others who
provide care for
children.
The school leader
fairly brings together
the resources of
schools, family
members, and
community to
positively affect
student and adult
learning, including
parents and others
who provide care for
children.
The school leader
does not bring
together the
resources of
schools, family
members, and
community to
positively affect
student and adult
learning,
including parents
and others who
provide care for
children
The school leader
involves families in
decision making about
their children's
education.
The school leader
demonstrates cultural
competence in sharing
responsibilities with
communities to
improve teaching and
learning.
The school leader
fairly involves
families in decision
making about their
children's education.
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Acts with
Integrity
Target
Acceptable
Unacceptable
The school leader
respectfully challenges
and works to change
assumptions and beliefs
that negatively affect
students, educational
environments, and
every student learning.
The school leader
respectfully
challenges and works
to change
assumptions and
beliefs that
negatively affect
students, educational
environments, and
every student
learning.
The school leader
does not
respectfully
challenge and
does not work to
change
assumptions and
beliefs that
negatively affect
students,
educational
environments,
and every student
learning.
The school leader
models lifelong learning
by continually
deepening
understanding and
practice related to
content, standards,
assessment, data,
teacher support,
evaluation, and
professional
development strategies
The school leader
fairly models lifelong
learning by
continually
deepening
understanding and
practice related to
content, standards,
assessment, data,
teacher support,
evaluation, and
professional
development
strategies
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Understand
the larger
Educational
Context
Target
Acceptable
Unacceptable
The school leader
actively develops
relationships with a
range of stakeholders
and policymakers to
identify, respond to,
and influence issues,
trends, and potential
changes that affect
the context and
conduct of education.
The school leader
fairly develops
relationships with a
range of stakeholders
and policymakers to
identify, respond to,
and influence issues,
trends, and potential
changes that affect
the context and
conduct of education.
The school leader
works with
community leaders to
collect and analyze
data on economic,
social, and other
emerging issues that
impact district and
school planning,
programs, and
structures.
The school leader
fairly works with
community leaders to
collect and analyze
data on economic,
social, and other
emerging issues that
impact district and
school planning,
programs, and
structures.
The school leader
does not develop
relationships with
a range of
stakeholders and
policymakers to
identify, respond
to, and influence
issues, trends,
and potential
changes that
affect the context
and conduct of
education.
The school leader uses
a variety of strategies
to lead others in safely
examining deeply held
assumptions and
beliefs that may
conflict with vision
and goals.
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Resources:
Department of Advanced Programs Website:
http://www.cwu.edu/advanced-programs/ .
Skype may be used for some communications due to winter weather
and the pass. The department has web-cams available to be
borrowed by intern candidates.
The Interns daily log can be downloaded here:
http://www.cwu.edu/advanced-programs/forms.html
University calendar can be found here:
http://www.cwu.edu/registrar/course-information
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Important Dates:
Pre-Autumn:
Intern Meeting (Ellensburg)
Begin Pre-Autumn Internship
Quarterly Plan
Mentor Quarterly Assessment due
PGP+Narrative (w/ artificats+evidence) due
Fall:
Fall Intern Meeting (Ellensburg)
Begin Fall Internship
Quarterly Plan
Mentor Quarterly Assessment due
PGP+Narrative (w/ artificats+evidence) due
Winter:
Winter Intern Meeting
(Option: Ellensburg or Des Moines)
Begin Winter Internship
Quarterly Plan
Mentor Quarterly Assessment due
PGP+Narrative (w/ artificats+evidence) due
Spring:
Spring Intern Meeting (Ellensburg)
Begin Spring Internship
Quarterly Plan
Mentor Quarterly Assessment due
Cumulative Report (w/ artificats+evidence),
Daily Log, Spring PGP, Post Self-Assessment,
Final PGP for 2016-17 school year, and
District Supervisor’s Letter of Rec.* due
July 24th, 2015
July 24th, 2015
Due on first visit
Sep 11th, 2015
Sep 18th, 2015
Oct 9th, 2015
Sep 24th, 2015
Due on first visit
Nov 20th, 2015
Dec 4th, 2015
Jan 22nd, 2016
Jan 5th, 2016
Due on first visit
Mar 4th, 2016
Mar 11th, 2016
Apr 22nd, 2016
Mar 29th, 2016
Due on first visit
May 27th, 2016
June 3rd, 2016
* The District Supervisor’s Letter of Recommendation should detail the intern’s strengths as
they relate to the Washington State Standard 5. The letter should be printed on district
letterhead, signed by the supervisor, verifying that the interns has successfully completed all
internship requirements, and recommending the intern be awarded the appropriate
administrative certificate. The letter can be submitted by e-mail as a PDF attachment or
sent as a hard-copy by USPS mail.
Following is a sample of the Principal’s Certification Program Washington State
Standard 5 Quarterly Assessment. This assessment is to be filled out by the
Building Administrator (Supervisor) quarterly and is due the last Friday of each
quarter (see important dates previous page).
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Principal’s Certification Program
Washington Standard 5 – Knowledge and Skills
Quarterly Assessment
Please read each of the following indicators carefully. Use the following scale that
best indicates the extent of the intern’s performance during their internship:
1 = Little extent; 2 = Some extent; 3 = Sufficient extent; 4 = Exemplary extent
Standard 5.1: Visionary Leadership
A school or program administrator is an educational leader who has the
knowledge, skills, and cultural competence to improve learning and achievement to
ensure the success of each students by leading the development, articulation,
implementation, and stewardship of a vision of learning that is shared and
supported by school/program and community stakeholders.
Functions
Extent of Performance
1234
Collaboratively develop
and implement a shared
vision and mission.
Collect and use data to
identify goals, assess
organizational
effectiveness, and promote
organizational learning
Create and implement
plans to achieve goals
Promote continuous and
sustainable improvement
Monitor and evaluate
progress and revise plans
Demonstrate and reflect
an understanding of the
unique characteristics and
cultural richness of the
diverse ethnicities
represented in the student
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Evidence/Comments
Standard 5.2: Instructional Improvement
A school or program administrator is an educational leader who has the knowledge,
skills, and cultural competence to improve learning and achievement to ensure the
success of each student by leading through advocating, nurturing, and sustaining
district/school/program cultures and coherent instructional programs that are
conducive to students learning and staff professional growth.
Functions
Extent of Performance
1234
Nurture and sustain a
culture of collaboration,
trust, learning, and high
expectations
Create a comprehensive,
rigorous, and coherent
curricular program
Create a personalized and
motivating learning
environment for students
Supervise instruction
Develop assessment and
accountability systems to
monitor student progress.
Develop instructional and
leadership capacity of staff
Maximize time spent on
quality instruction
Promote use of the most
effective and appropriate
technologies to support
teaching and learning
Assure that the content
and pedagogy used in the
classroom are conducive to
the success of each of the
unique cultures in that
classroom
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Evidence/Comments
Provide balanced views
that do not exaggerate
either similarities or
differences that exist
among people of different
groups or the same group
Standard 5.3: Effective Management
A school or program administrator is an educational leader who has the
knowledge, skills, and cultural competence to improve learning and achievement to
ensure the success of each student by ensuring management of the organization,
operations, and resources for a safe, efficient, and effective learning environment.
Functions
Extent of Performance
1234
Monitor and evaluate the
management and
operational systems
Obtain, allocate, align,
and efficiently utilize
human, fiscal, and
technological resources
Promote and protect the
welfare and safety of
students and staff
Develop the capacity for
distributed leadership
Ensure teacher and
organizational time is
focused to support
quality instruction and
student learning
Provide opportunities for
students to be heard in
decisions that affect them
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Evidence/Comments
Standard 5.4: Inclusive Practice
A school or program administrator is an educational leader who has the
knowledge, skills, and cultural competence to improve learning and
achievement to ensure the success of each student by collaborating with families
and community members, responding to diverse community interests and needs,
and mobilizing community resources.
Functions
Extent of Performance
1234
Collect and analyze data
and information pertinent
to the educational
environment
Promote understanding,
appreciation, and use of
the community’s diverse
cultural, social, and
intellectual resources
Build and sustain positive
relationships with families
and caregivers
Build and sustain
productive relationships
with community partners
Participate and lead
discussion about the need
for schools to have a
system in place that
recognizes and accepts
Native students as
members of Native
sovereign nations
Support equitable policies
for identifying, accepting,
and supporting students
from non-dominant
cultural groups in all
programs, including
advanced placement and
gifted programs
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Evidence/Comments
Standard 5.5: Ethical Leadership
A school or program administrator is an educational leader who has the
knowledge, skills, and cultural competence to improve learning and achievement to
ensure the success of each student by acting with integrity fairness, and in an
ethical manner.
Functions
Extent of Performance
1234
Ensure a system of
accountability for every
student’s academic and
social success
Model principles of selfawareness, reflective
practice, transparency,
and ethical behavior
Safeguard the values of
democracy, equity, and
diversity
Consider and evaluate
the potential moral and
legal consequences of
decision-making
Promote social justice and
ensure that individual
student needs inform all
aspects of schooling
Be aware of the effects of
power and privilege and
the need for social
advocacy and social action
to better empower diverse
students and communities
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Evidence/Comments
Standard 5.6: Socio-Political Context
A school or program administrator is an educational leader who has the
knowledge, skills, and cultural competence to improve learning and achievement to
ensure the success of each student by understanding, responding to, and influencing
the political, social, economic, legal, and cultural context.
Functions
Extent of Performance
1234
Advocate for children,
families, and caregivers
Act to influence local,
district, state, and national
decisions affecting student
learning
Assess, analyze, and
anticipate emerging trends
and initiatives in order to
adapt leadership strategies
Understand the value of
place based education
related to students
attendance and practice in
traditional ceremonies that
have been identified as
supporting students’
spiritual, mental, physical
and emotional
development
Understand the
significance of the role of
cultural identity in
providing a strong
foundation for all social,
emotional, intellectual
and spiritual development
and demonstrate the
ability to build on that
understanding in their
teaching
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Evidence/Comments
Contact Information
Department of Advanced Programs
Website: http://www.cwu.edu/advanced-programs/
Dr. Henry Williams, Chair
Black Hall 214-20
(509) 963-1415
williamh@cwu.edu
Jeremiah Wintringer, Secretary Senior
Black Hall 214-25
(509) 963-1751
wintringej@cwu.edu
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