Department of Educational
Leadership
Internship
Manual of
Field Experiences
PO Box 842020
Richmond, Virginia 23284-2020
804.828.1940
Fax: 804.827.0771
http://www.soe.vcu.edu/academicsprograms/departments/educational-leadership/
Effective Fall, 2012
TABLE OF CONTENTS
Introduction ....................................................................................................................................3
Mission of the School of Education ..............................................................................................3
Values of the School of Education ................................................................................................3
Mission of the Department of Educational Leadership..............................................................5
Program Overview: .......................................................................................................................5
Administrative Internship I: ADMS 670 ................................................................................7
Administrative Internship II: ADMS 671 ..............................................................................7
Administrative Internship III: ADMS 675 ............................................................................8
Field-Based Experiences ..........................................................................................................8
Internship Role Descriptions .......................................................................................................8
Responsibilities of the Candidate ...........................................................................................9
Responsibilities of the Site-Supervisor ....................................................................................9
Responsibilities of the University Supervisor/Instructor ...................................................10
Internship Requirements.............................................................................................................10
Administrative Internship I: ADMS 670 and Field-Based Experiences ............................10
Administrative Internship II: ADMS 671 and Administrative Internship .......................15
III: ADMS 675 .........................................................................................................................15
Internship Portfolio ................................................................................................................17
Dispositions .............................................................................................................................18
School Leaders Licensure Assessment (SLLA) ........................................................................19
Program Completion Verification ..............................................................................................19
Useful Links and Email Addresses ............................................................................................19
Appendices
A. ISLLC Standards .......................................................................................................21
B. ELCC Standards .......................................................................................................25
C. Principal Seminar and Internship Form ................................................................30
D. Sample of Standards-based Activities .....................................................................32
E. Internship Plan Template..........................................................................................39
F. Sample Internship Plan ............................................................................................42
G. Internship Checklist...................................................................................................46
H. Dispositions Survey ....................................................................................................49
I. Internship Application...............................................................................................58
J. School Administrator Skills Self-Assessment ..........................................................60
K. School Administrator Observer Assessment ...........................................................67
L. School Administrator On-Site Supervisor Assessment ..........................................75
2
Introduction:
The Department of Educational Leadership in the School of Education at Virginia
Commonwealth University welcomes you to the Master’s or Post-Master’s internship
experience. The internship is an integral part of your entire program where you will use
the knowledge, skills, and dispositions identified in the Educational Leadership
Constituency Consortium (ELCC) standards to guide you through internship experiences.
This Internship Manual of Field Experiences is designed to assist you in the embedded
experiences in your coursework and in the actual internship experiences near the end of
your program. Your instructors, university supervisor, and on-site supervisor are
committed to your success.
The requirements of the internship experiences in the manual are effective
beginning in the fall of 2012. The requirements of the internship are subject to
change; therefore, periodically check program addenda to ensure that you have the
most current internship requirements. While university instructors and your
university supervisor will support you, you are responsible for completing and
submitting all required forms by specified deadlines.
Mission of the School of Education:
The School of Education is committed to excellence in the initial preparation and
continuing development of professionals for leadership, teaching, service and
scholarly inquiry in culturally diverse settings across the life span. The School
emphasizes early childhood through secondary education and lifelong learning;
scholarship that extends knowledge and improves practice; and collaboration that
connects the School of Education to the field of practice and supports schools and
relevant educational and human service agencies.
Values of the School of Education:
The Virginia Commonwealth University School of Education is dedicated to the
preparation of professional educators and clinicians, the ideals of academic
scholarship, and the worthiness of service. Through our work in these areas, we
recognize our responsibilities to students, university colleagues, the community at
large, and professional organizations. While all of us share common values, the
statements below intentionally allow for a variety of interpretations that may be
influenced by our assignments, our experiences, and other philosophical principles
within programs and across the School of Education.
We demonstrate our belief in the value of high quality programs by:


Attracting high quality students;
Being responsive to the external standards of accrediting and professional
organizations;
3

Providing meaningful clinical placements;

Continually evaluating, assessing, and improving programs and services.
We demonstrate our belief in the value of high quality teaching by:

Creating an environment that supports student success;

Demonstrating a variety of effective teaching strategies, including technology
integration,

Universal design for learning, and student-centered instruction;

Fostering curriculum development that ensures familiarity with best practice across all
disciplines.
We demonstrate our belief in the value of diversity by:

Preparing students to work in culturally and linguistically diverse settings;

Accommodating students with special learning needs;

Promoting a diverse student and faculty community;

Supporting intellectual curiosity;

Modeling and promoting social justice.
We demonstrate our belief in the value of high quality scholarship, and, in particular,
the value of a research culture by:

Conducting relevant, high quality research that is responsive to the metropolitan
community and contributes to the disciplines;

Encouraging collaborative research with colleagues, practitioners, and students;

Supporting the creation, interpretation and dissemination of knowledge;

Integrating current research into teaching.
We demonstrate our belief in the value of collaboration and partnerships by:

Serving as a resource for the development of policy, curriculum, instructional
practice, and professional standards;
4

Providing leadership and professional outreach to organizations, the university, and
in the community at large;

Maintaining partnerships and shared responsibility for professional preparation.
We demonstrate our belief in the value of critical reflection by:

Observing ethical practice and professional honesty;

Encouraging students to exhibit dispositions consistent with accepted
professional practice;

Fostering a trusting, safe community of scholars;

Engaging in ongoing professional development;

Examining professional practices.
Mission of the Department of Educational Leadership:
The mission of the Department of Educational Leadership is to prepare critically
reflective practitioners who are instructional leaders, to create and share knowledge that
leads to improved practice and policy, and to connect with the field to support and
nourish social justice, learning, and accountability.
Program Overview:
The internship builds on the mission of the Department of Educational Leadership and
the School of Education’s “Educator as Critically Reflective Practitioner” by providing
a means for the candidate to apply theory to practice in a wide range of leadership and
administrative tasks. The focus of the internship is on planning, experiencing, and
reflecting on the development of skills in six areas which are defined in the Interstate
School Leaders Licensure Consortium (ISLLC) (see Appendix A) and the Educational
Leadership Constituency Consortium (ELCC) standards for school leaders (see
Appendix B).
The Virginia Board of Education licensure and approved programs requires that
candidates:
“complete a minimum of 320 clock hours of a deliberately structured and
supervised internship that provided exposure to multiple sites (elementary, middle,
high, central office, agency) with diverse student populations”(8VCC20-542-530.2).
They also require that the internship experience include:
“Embedded learning strategies for improved student learning totaling at least 120
clock hours including:
5
(1) Experiential activities that complement, implement and parallel University
curriculum;
(2) Activities that emphasize student work with practical applications that shall take
place in the internship…as well as throughout the University program” (8VAC20542-530.1g).
Because of these requirements, both field-based internship experiences and supervised
internship experiences are included and are shown in the Figure below.
Figure 1. Field-based and Supervised Internship Experiences. This figure illustrates
where internship experiences are accrued and the activity topics to be covered.
The following is a description of the Department of Educational Leadership’s internship
experiences which permeate the entire Master’s and Post-Master’s program.
6
There are three Internship courses:
Administrative Internship I: ADMS 670: Taken on-campus as one of the
candidate’s first courses
Administrative Internship II: ADMS 671: Taken near the end of candidate’s
program
Administrative Internship III: ADMS 675: Taken near the end of
candidate’s program
Course descriptions for each of the internship experiences are:
Administrative Internship I: ADMS 670 (One semester hour: 1 credit)—On
Campus
This course must be taken as one of the first courses in the first semester of
enrollment. The course serves as an orientation to the internship experience which
is an integral component throughout the master's and/or post-master's program of
studies. During this course, students will learn the specifics of the entire internship
component of the program such as the 320 internship required hours, the scope of
internship work, and the variety of experiences needed and means by which all
internship experiences are to be documented throughout the program. Students will
develop their individual internship plans which will guide them through their
internship experiences throughout their entire program. This plan will include
specific field experiences in each required course as well as plans that will be
executed in Internship II and Internship III so that a total of 320 hours of
experiences are accrued by the end of the program.
Administrative Internship II: ADMS 671 (One semester hour: 1 credit)
Prerequisites: Full admission status; no grades of Incomplete; evidence provided of
meeting technology standards and completing child abuse/neglect recognition
training; meet university's Graduate School academic requirements for graduation;
adviser/department head approval of internship application, successful completion
of Internship I.
Internship II is to be taken in the semester immediately before Internship III.
Internship II focuses on emerging topics from the students’ internship experiences
with emphases on leadership skills, professional dispositions, and management.
Field-based internship experiences developed in Internship I are continued such
that a total of 320 hours of experiences will be accrued and documented by the end
of the entire program. A culminating experience taken at the end of the program,
Internship II and III are designed for students to have opportunities to synthesize
the essential knowledge and skills necessary to be a school leader. Reflection and
7
refinement of skills and knowledge will be part of a student-developed professional
portfolio that could be used in securing a leadership position in a school system.
Integration of theory and practice will take place in the internship as evidenced by
documented experiences in a school/school district setting supervised by an
approved professional and university instructor. Course will include seminars,
selected readings, projects, discussions and other culminating activities.
Administrative Internship III: ADMS 675 (One semester hour: 1 credit)
Prerequisite: Successful completion of Internship I and Internship II.
Internship III is continuation of the experiences in Internship I and Internship II
and of seminar topics related to developing a personal portfolio and resume as well
as interviewing skills. It provides a culminating review and professional reflection
of the internship experiences. As part of successful completion of Internship III, 320
hours of documented internship experiences must be completed by the end of the
program.
Field- Based Experiences:
Seven of the required courses in the Educational Leadership program have field-based
experiences associated with them that focus on student learning and are designed to
contribute to the minimum of 120 clock hours embedded throughout the program.
The field-based projects not only meet the expectations for one of the seven courses, their
contents contribute to meeting the clock-hour experience expectations in Administrative
Internship I: ADMS 670; Administrative Internship II: ADMS 671; and
Administrative Internship III: ADMS 675, and of the Board of Education regulations
clock hour experience requirements cited above.
The candidate must keep a record of the time spent on these field-based projects.
The “time logs” are to be kept by candidate AND will become part of the
documentation of time submitted in partial fulfillment of course requirements for
Administrative Internship II: ADMS 671 and Administrative Internship III: ADMS
675. The time log templates for the field-based experiences and Internship II:
ADMS 671 and Administrative Internship III: ADMS 675 can be found in Excel
format at:
http://www.soe.vcu.edu/current-students/forms/#general
See Appendix H (Sample Internship Time Log)
The number of the 320 total required internship hours not accrued and documented
through field-based experiences in the required courses will be accrued and
documented during Internship II: ADMS 671 and Internship III: ADMS 675.
8
One or more required field-based experiences are embedded in the following required
courses. A maximum of 30 hours may be accrued in each field-based experience. An
explanation of each field-based experience is given later in the manual:







ADMS 633: Multiple Dimensions of Leadership
ADMS 627: Enhancing and Supporting Instruction
ADMS 626: Internal and External Communications
ADMS 618: Leadership for Education Change and Improvement
ADMS 625: Leadership for Individualized Learning
ADMS 624: Principals as Human Resource Agents/ ADMS 629: The
Business of Schools
EDUS 660: Research Methods in Education
In addition to the field-based experiences, in Administrative Internship II: ADMS
671 and Administrative Internship III: ADMS 675, the candidate must accrue a
minimum of 120 hours of administrative experiences.
Taken together, the two sets of experiences (field-based experiences and experiences in
Administrative Internship II: ADMS 671 and Administrative Internship III: ADMS
675) provide data to assess the candidate’s progress throughout the program in attaining
knowledge, skills, and dispositions.
Internship Role Descriptions:
There are three persons who play major roles in internship experiences – the candidate,
the site-supervisor, and the university supervisor. Their individual role responsibilities are
as follows:
Responsibilities of the Candidate:









Determine a location for the internship and seek approval from the on-site
supervisor for that location.
Meet with the on-site supervisor and collaborate on internship activities.
Meet all guidelines and requirements as outlined in the internship manual.
Maintain professional conduct, dress, and demeanor at all times.
Maintain confidentiality with all stakeholders.
Complete the Self-Assessment during Administrative Internship II: ADMS 671.
Obtain the Peer-Assessment during Administrative Internship III: ADMS 675.
Obtain verification signatures of the on-site supervisor for the time log.
Seek regular feedback in internship activities from the on-site supervisor and
university supervisor through discussions and reflective journals.
Responsibilities of the Site-Supervisor:
9








Approve the internship plan as completed in Administrative Internship II and
Administrative Internship III.
Serve as a coach and mentor to the intern.
Provide scheduled sessions for candid feedback.
Consult with the university supervisor as needed.
Approve documentation created by the intern.
Support the intern through a variety of authentic experiences which are applicable
to the role contemporary school leaders
Provide opportunities for collegial discussions
Complete the On-Supervisor Assessment for Internship Candidates and provide
feedback prior to the end of the internship.
Responsibilities of the University Supervisor/ Instructor:






Serve as an advocate and support for the intern.
Communicate regularly with the on-site supervisor and intern.
Provide feedback to the intern through intern produced reflective journals.
Verify demonstrations of course requirements.
Offer seminar sessions for the intern.
Assign a grade to the intern based on the on-site supervisor assessment and
completion of the internship notebook and portfolio.
Internship Requirements:
There are certain requirements each candidate must fulfill during the candidate’s program
of study:
Administrative Internship I: ADMS 670 and Field-based Experiences
In Administrative Internship I: ADMS 670, the candidate will learn the specifics of the
entire internship component of the program such as the 320 required internship hours, the
scope of internship work, and variety of internship experiences and means by which all
internship experiences are to be documented throughout the program. The candidate will
develop an individual internship plan which will guide internship experiences throughout
the entire program. This plan will include specific field experiences embedded in each
of the required courses as well as plans that will be executed in Administrative Internship
II: ADMS 671 and Administrative Internship III: ADMS 675. To assist the candidate in
developing this plan, the following forms and sample plans are included in the
Appendices:



ISLLC Standards (see Appendix A) Need to check to see if these Appendices
remain the same
ELCC Standards (see Appendix B)
Sample Internship Time Log (see Appendix H) The actual Excel templates for
field experiences embedded in courses and Administrative Internship II: ADMS
10




671 and Administrative Internship III: ADMS 675 are located on the Department
of Educational Leadership’s website:
http://www.soe.vcu.edu/current-students/forms/#general
Samples of internship activities which are aligned with ISLLC Standards and
ELCC Standards (see Appendix D)
Sample Internship Plan Template (see Appendix E)
Sample Internship Plan aligned with ISLLC Standards and ELCC Standards (see
Appendix F)
Internship Checklist (see Appendix G)
The following courses mentioned earlier and the embedded field-based experiences with
their descriptions are as follows:
ADMS 633: Multiple Dimensions of Leadership
Course Description: This course provides participants with the opportunity to
understand their own unique beliefs and dispositions regarding teaching, learning, and
leading as well as understand the roles and responsibilities of educational leaders
including the Virginia Performance Standards for School Leaders and the ethical
dimensions of leadership and policymaking.
Field-based Experience: This is a field-based, teamwork, and presentation skill
building experience. It serves two purposes. The first is to provide a “real-life”
component to go along with the theories studied in this course. Second, it is a program
requirement associated with a required State of Virginia, field-base experience
component of the internship.
Since many class members are from the same division but not necessarily from
the same building, a multifaceted examination of the topic is expected. A district
person’s response may differ from a building-level person’s. Different building’s
personnel may have different or the same responses. It is up to the group as to how to
portray these similarities and/or differences. Thus this assignment will require not only
interviews with people knowledgeable on the topic but group members getting together to
organize and practice the presentation.
The presentation is to be 9 to 11 minutes in duration and include a PowerPoint. (It
will be timed and not meeting the minimum or exceeding the maximum will cause a
deduction in the grade.) All members are to have speaking roles. Simply reading from a
screen or cards is not enough. The ability to elaborate is an important part of the
presentation skill being demonstrated. Supporting material (e.g. handouts, PowerPoint,
transparencies) shall be of Board of Education presentation quality. The instructor is to
receive a hard copy of the slides at the time of the presentation. Evaluation is based on
the rubric to be distributed.
There will be one grade for all members. This activity functions on the principle,
“a chain is only as strong as its weakest link” because an audience, most often, comes
away from a presentation with an impression based on the weakest element. Thus it is
imperative for group members to encourage their peers to exhibit the very best
presentation skills.
11
ADMS 627: Enhancing and Supporting Instruction
Course Description:
The focus is to learn ways to enhance and support instruction that improves student
achievement. The content includes effective instruction, supervision, evaluation,
professional development, diverse learners and capacity building through the
development of Professional Learning Communities.
Field-based Experience: Clinical Supervision Model:
Directions: You are strongly advised to work on this assessment throughout this course.
The presentation of the course content is specifically aligned to provide the knowledge
base required for you to engage meaningfully with this assessment as early as possible in
the course. Do not delay in seeking the collaboration of a colleague and seeking
permission to videotape the instructional environment as specified below. Obtaining
permission can take some time. Your final submission will be due at the time you share
your video record of your post-conference (as detailed in step 6 below).
1. Description of the characteristics of the instructional environment
State the observed teacher’s years of teaching experience, and imply his or her teaching
philosophy and developmental level as a teacher, providing supporting evidence for your
implication. State any other relevant teacher context variables and explain why these are
relevant.
ELCC 2.1
2. Timeline
Provide the dates, locations and durations of the following steps 3-6.
ELCC 2.2
3. Pre-conference
Specify the subject and grade level of the instructional environment to be observed, your
expertise in the subject, the instructional focus of the observation, and the observation
instrument to be used.
ELCC 2.3
4. Observation
Create a qualitative overview of the instructional environment to accompany your
observation instrument. Include rough time coding to facilitate subsequent linking with
your video record of the instructional event. Scripting of the instructional event is not
recommended.
The completed observation instrument is to be included as Appendix A.
ELCC 2.3
5. Analysis of the observation
Highlight the major findings taken directly from the qualitative overview and the
observation instrument.
12
Interpret these major findings in terms of optimal instructional techniques, stating your
evidence for regarding your bench-mark instructional techniques as valid. Illustrate your
findings with video excerpts from your video record of the instructional event. ELCC 2.3
6. Post-conference
State your choice of supervisory style to use with this teacher, and relate your choice of
style to both the factors you noted in part 1 above and what you observed in the
instructional environment.
ELCC 2.1
7. Post-conference
State the objective of the improvement activities you suggested to this teacher, and list
the resources needed for this teacher to improve.
ELCC 2.4
8. Post-conference
Share with this class a 5-minute video record of your post-conference with the observed
teacher, and invite comments and/questions for clarification.
ELCC 2.4
9. Reflection on the observed teacher’s feedback
Write a reflection on the feedback you received from the teacher you observed. Conclude
with implications for your future practice of the clinical supervision model.
The completed feedback form is to be included as Appendix B.
ELCC 5.2
ADMS 626: Internal and External Communications
Course Description: This course provides students with the knowledge and skills
essential for school leaders to relate and communicate effectively with the community in
its broadest sense. Emphasis is on building relationships and communicating effectively
with internal and external publics face-to-face, online, and in print.
Field-based Experience: The field-based activities include a portfolio, newsletter, news
release, and school board meeting analysis.
ADMS 618: Leadership for Education Change and Improvement
Course Description: In this course, students will reflect on the past, critically review
current reality in schools, and creatively predict the nature of schooling in the future in
light of the responsive role of the school leader. Other constructs presented include
change as an educational paradigm, the leader as change agent, and 21st century learning
as a catalyst for 22nd century learning. In addition, students will assess their
school/organization for change readiness.
Field-based Experience: Pupil Intervention
13
This project will take the form of an individual pupil intervention to improve
student learning. You will undertake an in-depth analysis of the learning history over the
preceding semester of one pupil in one of your classes who is “struggling.” Begin this indepth analysis by uncovering whatever data are available on the educational progress of
the student. Conduct an interview with the “struggling” pupil’s parent(s) or guardian to
enlighten you about the antecedents of whatever the pupil’s “struggles” may be. Schedule
meetings with the pupil throughout the semester to assess the effect of the relevant
program of instruction on the pupil’s learning, and to develop a sense of how that
particular program might be improved. You MUST keep and submit a time log to
validate the number of hours that you have been expended on this project. Write a 3-4
page reflection on this project to submit towards the end of the course, along with brief
comments to share with the group.
ADMS 625: Leadership for Individualized Learning
Course Description: This course represents a holistic approach to leadership for meeting
needs of learners across the continuum with a focus on students with disabilities and to
include gifted students and English language learners. The constructs presented include
legal and historical frameworks, equity issues, traditional and emerging policies and
practices, models of instructional delivery, and roles and responsibilities of personnel.
Field-based Experiences: The field-based experiences include a school collaboration
case study project where the requirement is to complete and then meet with the principal
for discussion and a professional development presentation of information to colleagues
on developing compliant and instructionally relevant Individualized Education Programs.
ADMS 624 Principals as Human Resource Agents/ADMS 729 Business of Schools
Course Description: The course examines the management of human resources in
schools and school divisions. Legal issues, division policies, ethical considerations, and
professional interpersonal relationships are explored. Students will participate in
problem solving in specific human resources cases and will critically examine human
resource situations in their own contexts.
Field-based Experience: This course focuses on two field-based projects (15 hours
each) for a total of 30 hours maximum.
EDUS 660 Research Methods in Education
Course Description: This course is designed to provide an introductory understanding of
educational research and evaluation studies. Fundamental concepts, procedures and
processes appropriate for use in basis, applied, and developmental research are
emphasized. Includes developing skills in critical analysis of research studies.
Assumptions, uses, and limitations of different research designs are analyzed and the
methodological and ethical issues of educational research are explored. Students either
conduct or design a study in their area of educational specialization.
14
Field-based Experience: Through a research proposal assignment and a portfolio
assignment, candidates will demonstrate competence in locating, reading, and critiquing
literature, and in preparing a proposal for conducting an empirical investigation.
Finally, the candidate will complete the ISLLC dispositional statements which link
strongly to the eight general dispositions of the School of Education Conceptual
Framework, but have the advantage of underpinning the foundation of the Educational
Leadership Program Standards enshrined in the outcomes of the Educational Leadership
Constituent Council (ELCC) process of the National Policy Board for Educational
Administration (NPBEA). The National Council for Accreditation of Teacher Education
(NCATE) has approved the ELCC program standards for Educational Leadership
Programs in accredited schools.
The outcome of this survey will help in developing an understanding of where VCU
students stand in terms of the ISLLC dispositional elements, and will provide critical
information to guide the on-going process of dispositional assessment. While you are
asked to identify yourself on this survey, your responses will be kept confidential
and will not in any way affect your grades on any coursework (see Appendix H).
Administrative Internship II: ADMS 671 and
Administrative Internship III: ADMS 675
Administrative Internship II is to be taken in the semester immediately before
Administrative Internship III. Administrative Internship II focuses on emerging topics
from the students’ internship experiences with emphases on leadership skills,
professional dispositions, and management. Field-based internship experiences
developed in Administrative Internship I, are continued such that a total of 320 hours of
experiences will be accrued and documented by the end of the entire program. A
culminating experience taken at the end of the program, Administrative Internship II is
designed for students to have opportunities to synthesize the essential knowledge and
skills necessary to be a school leader. Reflection and refinement of skills and knowledge
will be part of student-developed professional portfolio that could be used in securing a
leadership position in a school system. Integration of theory and practice will take place
in the internship as evidenced by documented experiences in a school/school district
setting supervised by an approved professional and university instructor. Course will
include seminars, selected readings, projects, discussion and other culminating activities.
Administrative Internship III is continuation of the experiences in Administrative
Internship I and Administrative Internship II and of seminar topics related to developing
a personal portfolio and resume as well as interviewing skills. It provides a culminating
review and professional reflection of the internship experiences. As part of successful
completion of Administrative Internship III, 320 hours of documented internship
experiences must be completed by the end of the program.
15
To be eligible to enroll in Administrative Internship II: ADMS 671, the candidate must
meet the following criteria:
1. Full admission in the program.
2. No grades of “Incomplete” in any course.
3. Evidence of technology competency AND evidence of child abuse/neglect
recognition training to your advisor.
4. Meet the University Graduate School academic requirements for
graduation.
5. Advisor/department head approval of internship application.
6. Successful completion of Administrative Internship I: ADMS 670.
7. Demonstrate at least an “acceptable” rating on disposition behaviors.
Internship applications are due six weeks before ADMS 671 begins. A copy of the
Internship application is in Appendix I.
The candidate must ensure that documentation for the following are complete PRIOR to
beginning Administrative Internship II: ADMS 671. The documentation may be your
teaching license with the technology standards and child abuse/neglect training
noted OR you may send documentation from your school district. If you have
completed the technology standards and/or child abuse/neglect training online, then
print out the certificate and send a copy to your advisor.


Technology Standards: The state Board of Education requires evidence that the
candidate has met the technology standards. If you have not completed the
technology standards, you may complete the Computer Literacy Exam and SAM
@VCU (http://www.vcu.edu/cte/sam/index.html).
Child Abuse/Neglect Recognition Training: The state Board of Education
requires evidence that the candidate has completed the child abuse/neglect
recognition training. If you have not completed the these standards, you may
complete the Child Abuse/Recognition Training at VISSTA
(http://www.vcu.edu/vissta/training/va_teachers/).
Enrollment in the internship (Administrative Internship II: ADMS 671 and
Administrative Internship III: ADMS 675) takes place over a period of two semesters.
Remember that you must show diverse internship experiences during the program in the
following areas: elementary, middle, and high school, central office, and an outside
agency.
The culminating experiences taken at the end of the program are designed for candidates
to have opportunities to synthesize the essential knowledge and skills necessary to be a
school leader. Reflection and refinement of skills and knowledge will be part of studentdeveloped professional portfolio that could be used in securing a leadership position in a
school system. Integration of theory and practice will take place in the internship of at
least 120 hours in a school/school district setting supervised by an approved professional
16
and university instructor. The courses will include seminars, selected readings, projects,
discussion and other culminating activities. The university supervisor will schedule at
least one conversation with the on-site mentor, scheduling on-site visits if necessary.
Internship Portfolio: The candidate must develop a comprehensive portfolio which will
include the following components:

Internship Plan:
The internship plan will focus on the ISLLC standards and ELCC standards and
the duties/activities performed during the internship which reflect each of the six
standards.
This written plan for the candidate’s internship duties must be formed collaboratively
with the candidate’s on-site supervisor and approved by the candidate’s university
supervisor and on-site supervisor. The plan must reflect a variety of settings and work
with diverse populations of students. The internship plan that was initiated at the
beginning of the program in Administrative Internship I: ADMS 670 must be turned in to
the university supervisor before the beginning of the first class in Administrative
Internship II: ADMS 671. The plan must include skill development based upon selfassessment and experiences with the following:
a. school budget
b. special education issues
c. human resource management
d. student discipline
e. facilities management
f. accountability for improving student achievement
g. aspects of “No Child Left Behind”
h. school leadership
i. instructional supervision.

Documentation of Time:
Candidates must keep an accurate log of time (clock hours) spent doing administrative
internship activities. A minimum of 120 hours is required. This log must illustrate
experiences with each of the ISLLC and ELCC standards and experiences (as explained
during the first seminar meeting). The time log will be reviewed by the university
professor throughout the internship. The time log for this course and the time logs for all
other required courses having embedded internship activities MUST be included in this
section of the Internship notebook. A template in Excel format for each field-based
experience and the hours in Administrative Internship II: ADMS 671 and Administrative
Internship II: ADMS 675 is at: http://www.soe.vcu.edu/currentstudents/forms/#general
17
The internship hours for the actual internship experience and embedded field-based
projects will be turned in at the end of the internship or program.

Reflective Journal/Blog:
Candidates must maintain an ongoing reflective journal/blog throughout internship
experiences. There should be a minimum of one entry per week, addressing such areas
as: reactions to and critical reflections of internship experiences; observations and
reflections on administration in current and past job settings; exploration and analysis of
personal feelings in regard to administrative activities.
● Internship Products:
Products that have been designed or developed during the internship experience should
be included in this section. Examples may include staff development presentations,
brochures for program events, schedules, and newsletters, etc.
● Skill Dimension Assessments:
The candidate will complete a Self-Assessment (see Appendix J) of the skill dimensions
identified by the National Association of Secondary School Principals (NASSP) as
critical to the success of administrators.
Three colleagues will complete the Observer Assessment (see Appendix K).
Discussion of each of the observer assessments is encouraged with the colleague.
Finally, the On-Site Supervisor Assessment (see Appendix L) should be completed.
The candidate and the on-supervisor are encouraged to discuss the assessment.
These assessments are correlated to the ELCC standards. On-site supervisors and interns
are encouraged to discuss the assessments.
Personal Portfolio:
Candidates will prepare a professional portfolio that reflects their preparation for
leadership roles in K-12 education. The portfolio should reflect work, experiences and
theoretically-based beliefs as a developing educational leader. Emphasis is placed on
depth of reflection in presentation and selection.
Components will include:
Name, Contact Information
Table of Contents
Resume
Leadership Framework/Educational Platform (including philosophy)
Five-Year Professional Goals and Rationale
Artifacts
18
Dispositions:
During the last class meeting of the internship, the candidate will complete a Dispositions
Survey which represents a belief, value, commitment or an instance of a professional
ethic that influences the candidate’s behavior towards students, families, colleagues, and
communities, that affects the candidate’s students’ learning, motivation, and
development, as well as the candidate’s own personal professional growth (see Appendix
H).
School Leaders Licensure Assessment (SLLA):
If the candidate is pursuing an endorsement in school administration and supervision, the
candidate must take the School Leaders’ Licensure Assessment (SLLA). While the
program requires only that the candidate TAKE the exam, the Virginia Board of
Education currently requires that the candidate receive a minimum score of 163 or better
to be eligible for endorsement in school administration and supervision.
Most candidates take the SLLA toward the end of their program. University policy
requires that the candidate be enrolled in a class the semester in which he/she
intends to graduate, so plan carefully to take the SLLA at the appropriate time.
Learn more about the SLLA:
http://www.ets.org/portal/site/ets/menuitem.fab2360b1645a1de9b3a0779f1751509/?vgne
xtoid=a729197a484f4010VgnVCM10000022f95190RCRD
Test Dates and Registration;
http://www.ets.org/portal/site/ets/menuitem.1488512ecfd5b8849a77b13bc3921509/?v
gnextoid=eff42d3631df4010VgnVCM10000022f95190RCRD&vgnextchannel=246a1
97a484f4010VgnVCM10000022f95190RCRD
Program Completion Verification:
After the candidate has completed his/her program, the top portion of the college
verification form must be completed and sent to the candidate’s advisor. In addition, a
copy of the candidate’s SLLA entrance ticket must accompany the form to verify that the
candidate took the SLLA. The verification form will be signed by the appropriate School
of Education official and sent to candidate’s school district’s human resources school
district contact. The candidate’s school district’s human resources department will apply
for the K-12 Administration and Supervision license endorsement.
Useful contacts:
General Information about Internship: 804.828.1940
Advising Instruction on the School of Education -Department of Educational
Leadership Website:
http://www.soe.vcu.edu/academicsprograms/departments/educational-leadership/
19
Forms on the School of Education –Department of Educational Leadership Website:
http://www.soe.vcu.edu/forms.html#el_forms
Appendix A
Educational Leadership Policy
Standards: ISLLC 2008
20
Appendix A
Educational Leadership Policy Standards: ISLLC 2008
as adopted by the National Policy Board for Educational Administration (NPBEA)
December 12, 2007
Standard 1: An education leader promotes the success of every student by facilitating
the development, articulation, implementation, and stewardship of a vision of learning
that is shared and supported by all stakeholders
Functions:
A. Collaboratively develop and implement a shared vision and mission.
B. Collect and use data to identify goals, assess organizational effectiveness, and
promote organizational learning
C. Create and implement plans to achieve goals
D. Promote continuous and sustainable improvement
E. Monitor and evaluate progress and revise plans
Standard 2: An education leader promotes the success of every student by advocating,
nurturing and sustaining a school culture and instructional program conducive to student
learning and staff professional growth.
Functions:
A. Nurture and sustain a culture of collaboration, trust, learning, and high
expectations
B. Create a comprehensive, rigorous, and coherent curricular program
C. Create a personalized and motivating learning environment for students
D. Supervise instruction
E. Develop assessment and accountability systems to monitor student progress.
F. Develop the instructional and leadership capacity of staff
G. Maximize time spent on quality instruction
H. Promote the use of the most effective and appropriate technologies to support
teaching and learning
21
I. Monitor and evaluate the impact of the instructional program
Standard 3: An education leader promotes the success of every student by ensuring
management of the organization, operation, and resources for a safe, efficient, and
effective learning environment.
Functions
A. Monitor and evaluate the management and operational systems
B. Obtain, allocate, align, and efficiently utilize human, fiscal, and technological
resources
C. Promote and protect the welfare and safety of students and staff
D. Develop the capacity for distributed leadership
E. Ensure teacher and organizational time is focused to support quality instruction
and student learning
Standard 4: An education leader promotes the success of every student by collaborating
with faculty and community members, responding to diverse community interests and
needs, and mobilizing community resources.
Functions
A. Collect and analyze data and information pertinent to the educational environment
B. Promote understanding, appreciation, and use of the community’s diverse
cultural, social, and intellectual resources
C. Build and sustain positive relationships with families and caregivers
D. Build and sustain productive relationships with community partners
Standard 5: An education leader promotes the success of every student by acting with
integrity, fairness, and in an ethical manner.
Functions
A. Ensure a system of accountability for every student’s academic and social success
B. Model principles of self-awareness, reflective practice, transparency, and ethical
behavior
C. Safeguard the values of democracy, equity, and diversity
22
D. Consider and evaluate the potential moral and legal consequences of decisionmaking
E. Promote social justice and ensure that individual student needs inform all aspects
of schooling
Standard 6: An education leader promotes the success of every student by
understanding, responding to, and influencing the political, social, economic, legal, and
cultural context.
Functions
A. Advocate for children, families, and caregivers
B. Act to influence local, district, state, and national decisions affecting student
learning
C. Assess, analyze, and anticipate emerging trends and initiatives in order to adapt
leadership strategies
23
Appendix B
ELCC Standards for School Leaders
24
Appendix B
ELCC Standards for School Leaders
ELCC Standard 1.0: A building-level education leader applies knowledge that promotes the
success of every student by collaboratively facilitating the development, articulation,
implementation, and stewardship of a shared school vision of learning through the collection and
use of data to identify school goals, assess organizational effectiveness, and implement school
plans to achieve school goals; promotion of continual and sustainable school improvement; and
evaluation of school progress and revision of school plans supported by school-based
stakeholders.
ELCC Standard 1.0 Elements:
ELCC 1.1: Candidates understand and can collaboratively develop, articulate, implement, and
steward a shared vision of learning for a school.
ELCC 1.2: Candidates understand and can collect and use data to identify school goals, assess
organizational effectiveness, and implement plans to achieve school goals.
ELCC 1.3: Candidates understand and can promote continual and sustainable school
improvement.
ELCC 1.4: Candidates understand and can evaluate school progress and revise school plans
supported by school stakeholders.
ELCC Standard 2.0: A building-level education leader applies knowledge that promotes the
success of every student by sustaining a school culture and instructional program conducive to
student learning through collaboration, trust, and a personalized learning environment with high
expectations for students; creating and evaluating a comprehensive, rigorous and coherent
curricular and instructional school program; developing and supervising the instructional and
leadership capacity of school staff; and promoting the most effective and appropriate technologies
to support teaching and learning within a school environment.
ELCC Standard 2.0 Elements:
ELCC 2.1: Candidates understand and can sustain a school culture and instructional program
conducive to student learning through collaboration, trust, and a personalized learning
environment with high expectations for students.
ELCC 2.2: Candidates understand and can create and evaluate a comprehensive, rigorous, and
coherent curricular and instructional school program.
ELCC 2.3: Candidates understand and can develop and supervise the instructional and leadership
capacity of school staff.
ELCC 2.4: Candidates understand and can promote the most effective and appropriate
technologies to support teaching and learning in a school environment.
ELCC Standard 3.0: A building-level education leader applies knowledge that promotes
25
the success of every student by ensuring the management of the school organization, operation,
and resources through monitoring and evaluating the school management and operational
systems; efficiently using human, fiscal, and technological resources in a school environment;
promoting and protecting the welfare and safety of school students and staff; developing school
capacity for distributed leadership; and ensuring that teacher and organizational time is focused to
support high-quality instruction and student learning
ELCC Standard 3.0 Elements:
ELCC 3.1: Candidates understand and can monitor and evaluate school management and
operational systems.
ELCC 3.2: Candidates understand and can efficiently use human, fiscal, and technological
resources to manage school operations.
ELCC 3.3: Candidates understand and can promote school-based policies and procedures that
protect the welfare and safety of students and staff within the school.
ELCC 3.4: Candidates understand and can develop school capacity for distributed leadership.
ELCC 3.5: Candidates understand and can ensure teacher and organizational time focuses on
supporting high-quality school instruction and student learning.
ELCC Standard 4.0: A building-level education leader applies knowledge that promotes the
success of every student by collaborating with faculty and community members, responding to
diverse community interests and needs, and mobilizing community resources on behalf of the
school by collecting and analyzing information pertinent to improvement of the school’s
educational environment; promoting an understanding, appreciation, and use of the diverse
cultural, social, and intellectual resources within the school community; building and sustaining
positive school relationships with families and caregivers; and cultivating productive school
relationships with community partners.
ELCC Standard 4.0 Elements:
ELCC 4.1: Candidates understand and can collaborate with faculty and community members by
collecting and analyzing information pertinent to the improvement of the school’s educational
environment.
ELCC 4.2: Candidates understand and can mobilize community resources by promoting an
understanding, appreciation, & use of diverse cultural, social, and intellectual resources within the
school community.
ELCC 4.3: Candidates understand and can respond to community interests and needs by building
and sustaining positive school relationships with families and caregivers.
ELCC 4.4: Candidates understand and can respond to community interests and needs by building
and sustaining productive school relationships with community partners.
ELCC Standard 5.0: A building-level education leader applies knowledge that promotes the
success of every student by acting with integrity, fairness, and in an ethical manner to ensure a
26
school system of accountability for every student’s academic and social success by modeling
school principles of self-awareness, reflective practice, transparency, and ethical behavior as
related to their roles within the school; safeguarding the values of democracy, equity, and
diversity within the school; evaluating the potential moral and legal consequences of decision
making in the school; and promoting social justice within the school to ensure that individual
student needs inform all aspects of schooling.
ELCC Standard 5.0 Elements:
ELCC 5.1: Candidates understand and can act with integrity and fairness to ensure a school
system of accountability for every student’s academic and social success.
ELCC 5.2: Candidates understand and can model principles of self-awareness, reflective practice,
transparency, and ethical behavior as related to their roles within the school.
ELCC 5.3: Candidates understand and can safeguard the values of democracy, equity, and
diversity within the school.
ELCC 5.4: Candidates understand and can evaluate the potential moral and legal consequences of
decision making in the school.
ELCC 5.5: Candidates understand and can promote social justice within the school to ensure that
individual student needs inform all aspects of schooling.
ELLC Standard 6.0: A building-level education leader applies knowledge that promotes the
success of every student by understanding, responding to, and influencing the larger political,
social, economic, legal, and cultural context through advocating for school students, families, and
caregivers; acting to influence local, district, state, and national decisions affecting student
learning in a school environment; and anticipating and assessing emerging trends and initiatives
in order to adapt school-based leadership strategies.
ELCC Standard 6.0 Elements:
ELCC 6.1: Candidates understand and can advocate for school students, families, and caregivers.
ELCC 6.2: Candidates understand and can act to influence local, district, state, and national
decisions affecting student learning in a school environment.
ELCC 6.3: Candidates understand and can anticipate and assess emerging trends and initiatives in
order to adapt school-based leadership strategies.
ELCC Standard 7.0: A building-level education leader applies knowledge that promotes
the success of every student through a substantial and sustained educational leadership internship
experience that has school-based field experiences and clinical internship practice within a school
setting and is monitored by a qualified, on-site mentor.
ELCC Standard 7.0 Elements:
ELCC 7.1: Substantial Field and Clinical Internship Experience: The program provides
significant field experiences and clinical internship practice for candidates within a school
27
environment to synthesize and apply the content knowledge and develop professional skills
identified in the other Educational Leadership Building-Level Program Standards through
authentic, school-based leadership experiences.
ELCC 7.2: Sustained Internship Experience: Candidates are provided a six-month, concentrated
(9–12 hours per week) internship that includes field experiences within a
school-based environment.
ELCC 7.3: Qualified On-Site Mentor: An on-site school mentor who has demonstrated
experience as an educational leader within a school and is selected collaboratively by the intern
and program faculty with training by the supervising institution.
28
Appendix C
Principal Seminar and Internship Form
29
Principal Seminar and Internship Form
Semester: ____________________________________
Professor: ____________________________________
Intern’s Name: ________________________________
Site of
Employment: _________________________________________
Field-Based Experience Information
Date: Activity:
Site of
Activity:
Activity
Topic:
ISLLC Standard
Correlation:
Hours:
Intern’s verification of hours, in conjunction with VCU Honor Code:
_________________________________________________
Signature
30
Appendix D
Sample Standards-based Activities
31
ELCC Standard
Standard 1: A building-level education
leader applies knowledge that promotes the
success of every student by collaboratively
facilitating the development, articulation,
implementation, and stewardship of a
shared school vision of learning through the
collection and use of data to identify school
goals, assess organizational effectiveness,
and implement school plans to achieve
school goals; promotion of continual and
sustainable school improvement; and
evaluation of school progress and revision of
school plans supported by school-based
stakeholders.
Candidates…
 develop a vision
 articulate a vision
 implement a vision
 steward a vision
 promote community involvement in
the vision
ISLLC Standard
Standard 1: An education leader promotes
the success of every student by facilitating
the development, articulation,
implementation, and stewardship of a vision
of learning that is shared and supported by
all stakeholders.
Candidates…
 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
Sample Activity












Standard 2: A building-level education
leader applies knowledge that promotes the
success of every student by sustaining a
school culture and instructional program
conducive to student learning through
collaboration, trust, and a personalized
Standard 2: An education leader promotes
the success of every student by advocating,
nurturing, and sustaining a school culture
and instructional program conducive to
student learning and staff professional
growth.



Attend building and district level
strategic planning meetings
Implement vision and mission at
district and building level
Oversee grant proposals to gain
resources
Create action research around student
learning
Assess existing and potential resources
for attainment of school mission
and/or vision
Develop a vision of effective
leadership, teaching, and learning for
your school, department, or grade level
Facilitate the revision of the school
mission statement
Review current requirements for your
school under No Child Left Behind
and compile a list of actions needed to
meet NCLB guidelines
With permission of the superintendent
or principal, observe a district or
school meeting where the leader plans
to use collaborative decision making
Evaluate SIP plans
Compare building level SIP to district
Critique communication in school or
district
Chair school professional development
committee, assess needs
Lead parent and teacher focus groups
on high-stakes testing and alternate
testing
Disaggregate student assessment data
32
learning environment with high
expectations for students; creating and
evaluating a comprehensive, rigorous and
coherent curricular and instructional school
program; developing and supervising the
instructional and leadership capacity of
school staff; and promoting the most
effective and appropriate technologies to
support teaching and learning within a
school environment.
Candidates…
 promote positive school culture
 provide effective instructional
programs
 apply best practices to student learning
 design comprehensive professional
growth plans
Candidates…
 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 the instructional and
leadership capacity of staff
maximize time spent on quality
instruction
promote the use of the most effective
and appropriate technologies to
support teaching and learning
monitor and evaluate the impact of the
instructional program















and prepare an analysis
Participate in IEP meetings
Become a faculty representative for a
community organization
Organize and implement programs to
improve student achievement
Initiate faculty sharing sessions on
technology
If allowed, observe teachers through
classroom observations and give
feedback
Review teacher applications,
participate in interviews, assist in
selection committee
Serve on a committee for curriculum
alignment
Participate in or lead the examination
of testing policy and procedures in
your school
Develop and implement a school
improvement project base on an
analysis of current school needs
Participate in conference dealing with
student discipline
Participate in the district textbook
selection process
Participate in the process of student
scheduling
Survey school faculty on methods to
motivate students
Conduct a staff development activity
at your school
Meet with a school leader involved in
implementing a district or school
change
33
Standard 3: A building-level education
leader applies knowledge that promotes
the success of every student by ensuring the
management of the school organization,
operation, and resources through
monitoring and evaluating the school
management and operational systems;
efficiently using human, fiscal, and
technological resources in a school
environment; promoting and protecting the
welfare and safety of school students and
staff; developing school capacity for
distributed leadership; and ensuring that
teacher and organizational time is focused
to support high-quality instruction and
student learning.
Candidates…
 manage the organization
 manage operations
 manage resources
Standard 3: An education leader promotes
the success of every student by ensuring
management of the organization, operation,
and resources for a safe, efficient, and
effective learning environment.


Candidates…



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














Standard 4: A building-level education
leader applies knowledge that promotes
the success of every student by collaborating
with faculty and community members,
Standard 4: An education leader promotes
the success of every student by collaborating
with faculty and community members,
responding to diverse community interests


Serve on a hiring committee
Analyze budget and identify how
specific budget allocations support the
school improvement strategic plan
Work with central office and
participate in recruitment planning
Develop staff orientation for induction
into the organization
Work with building administrator on
budget process
Review building safety/crisis
management plan
Conduct a needs assessment of
building and grounds and repairs
Prepare or update safety/crisis
management plan
Observe student discipline process
Serve on technology committee
Work with teachers experiencing
challenges with discipline
Develop student activities handbook
Participate in the development of the
school master schedule
Participate in or lead some aspect of
attendance report
Review procedures and participate in
school opening and closing of the
school year
Observe a food service worker in the
preparation of a breakfast or lunch
meal
Plan new student and parent
orientation program
Prepare monthly school newsletter,
including tips for parents
34
responding to diverse community interests
and needs, and mobilizing community
resources on behalf of the school by
collecting and analyzing information
pertinent to improvement of the school’s
educational environment; promoting an
understanding, appreciation, and use of the
diverse cultural, social, and intellectual
resources within the school community;
building and sustaining positive school
relationships with families and caregivers;
and cultivating productive school
relationships with community partners.
and needs, and mobilizing community
resources.
Candidates…
 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











Standard 5: A building-level education
leader applies knowledge that promotes
the success of every student by acting with
integrity, fairness, and in an ethical manner
to ensure a school system of accountability
for every student’s academic and social
Standard 5: An education leader promotes
the success of every student by acting with
integrity, fairness, and in an ethical manner.

Candidates…
 ensure a system of accountability for


Design a brochure for community
support
Provide conflict mediation or team
building training for faculty
Develop a mentor program for at-risk
students
Attend and participate in PTA/PTO
meetings
Design a school informational
brochure
Assist in the development of written
communication to sent to parents or
the public
Participate or lead in some aspect of a
program to promote cultural diversity
n the school or school district
Participate in or lead the establishment
of school partnerships
Write a proposal to increase or
improve parent involvement in the
school and/or district
Observe a school improvement
meeting, assess the role of parents in
the process, and provide
recommendations for increasing parent
effectiveness
Compile a list of social agencies that
will be helpful to all stakeholders
Participate in or lead an examination
of the school honor code
Participate in or lead the creation of a
code of ethical practice
Review the school’s budgeting process
35
success by modeling school principles of
self-awareness, reflective practice,
transparency, and ethical behavior as
related to their roles within the school;
safeguarding the values of democracy,
equity, and diversity within the school;
evaluating the potential moral and legal
consequences of decision making in the
school; and promoting social justice within
the school to ensure that individual student
needs inform all aspects of schooling.
Candidates…
 act with integrity
 act fairly
 act ethically
Standard 6: A building-level education
leader applies knowledge that promotes the
success of every student by understanding,
responding to, and influencing the larger
political, social, economic, legal, and
cultural context through advocating for
school students, families, and caregivers;
acting to influence local, district, state, and
national decisions affecting student learning
in a school environment; and anticipating
and assessing emerging trends and
initiatives in order to adapt school-based
leadership strategies.
Candidates…
 understand the larger context
every student’s academic and social
success
model principles of self-awareness,
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

Standard 6: An education leader promotes
the success of every student by
understanding, responding to, and
influencing the political, social, economic,
legal, and cultural context.

Candidates…
 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













Prepare a presentation to the faculty on
ethics
Observe a student disciplinary meeting
with an ethical eye
Examine the school’s symbols and
traditions and develop new programs
to build upon these
Meet with group of students to gain
their beliefs about ethical practices in
the classroom; then compile the list
and make recommendations
Attend a school board and interview a
school board member about the
challenges of the role
Investigate the means by which
administrators remain updated on legal
issues
Attend a session in juvenile court
Attend a special education placement
or annual review meeting
Participate or lead in the process of
writing a grant application or proposal
Review the requirement for the current
IDEIA and compile a list of
recommendations about what
administrators need to know about
IDEIA guidelines
Using current literature, compile a list
of current issues that affect teaching
36


respond to the larger context
influence the larger context

and learning
Write a professional development plan
or be involved in the process to assist a
colleague to write a plan
37
Appendix E
Internship Plan Template
38
Internship Plan Template
Activity
E, MS, HS,
CO, OA
ISLLC
Standards
Alignment
ELCC
Standards
Alignment
School Budget:
Special Education Issues:
Human Resource Management:
Student Discipline:
Facilities Management:
39
Accountability for Improving Student Achievement:
Aspects of ESEA:
School Leadership:
Instructional Supervision:
40
Appendix F
Sample Internship Plan
41
Sample Internship Plan
ISLLC
Standards
Alignment
ELCC
Standards
Alignment





3
3
3
3
3
3.2
3.2
3.2
3.2
3.1




2
2
2
2
2.1
2.1, 3.3
2.3
2.3
2
2.3
3
3
3
3
3
3.2
3.1, 3.3
3.1
3.1
3.2
Activity
E, MS, HS,
CO, OA
School Budget:
Review the school district’s and school’s budget process.
Become a member of the school budget process/committee as the budget is being prepared.
Work with the school principal and/or bookkeeper on the school budget.
Attend a budget hearing or workshop.
Analyze the budget and identify how specific budget allocations support the school
improvement strategic plan.
Special Education Issues:
Participate in IEP meetings.
Observe special education student disciplinary meeting.
Prepare a special education mediation or team building training for all faculty.
Prepare and present a professional development activity for updates on special education
issues and/or IDEIA.
 Review the requirements for the current IDEIA and compile a list of recommendations about
what administrators need to know about IDEIA guidelines.
Human Resource Management:





Work with central office and participate in recruitment planning.
Work with school personnel in the development of staffing needs.
Participate and/or lead some aspect of the process of interviewing for school personnel.
Interview central office personnel about the human resources aspect of school leadership.
If regulations permit, sit-in on a teacher personnel issue.
Student Discipline:
42





4
3, 4
2
2
2
4.1
4.3, 3.3
2.3
2.1, 3.3
3.1
 Review building safety/crisis management plan.
 Conduct a needs assessment of the building and grounds repairs.
 Conduct an inventory of some aspect of facilities management.
 Work with support personnel with a program to improve school efficiency or school safety.
 Observe a food service worker in the preparation of a breakfast or lunch meal.
Accountability for Improving Student Achievement:
3
3
3
3
3
3.3
3.1, 3.3
3.3
3.2
3.2
 Lead a parent and teacher focus group on high-stakes testing and alternate testing.
 Meet with parents at parent conferences on improving student achievement.
 Disaggregate student assessment data and prepare an analysis.
 Organize and implement programs to improve student achievement.
 Serve on a committee for curriculum alignment.
Statutory Requirements Governing Student Achievement (ESEA):
2
4
1
2
2
1.2
4.1
1.2
2.2
2.2
6
6.2
2, 6
2.3, 6.3
1
1.4
1
1.4
6
6.3
Work with a parent on a student behavior intervention plan.
Participate in a conference which focuses on student discipline.
Develop strategies for teachers who are having problems with student discipline.
Sit-in and/or be a part of a special education discipline team.
Interview the central office hearing officer in your school district.
Facilities Management:





Review current requirements for your school under NCLB and compile a list of actions
needed.
Work with school leaders to lead professional development sessions for improving student
achievement under NCLB.
Work with school leaders to analyze SOL data to ensure that the school has a plan of action
for NCLB alignment.
Develop and implement a school improvement project based on an analysis of current school
needs.
Participate in or lead an examination of testing policy and procedures in your school.
School Leadership:
43




Lead a faculty meeting on some aspect of promoting appropriate technologies.
Lead and participate in a school improvement session with all stakeholders.
Facilitate the revision of the school mission statement.
Become a faculty representative to a community organization where you represent a school
leader.
 Lead a group in some aspect of cultural diversity in the school or school district.
Instructional Supervision:





If allowed, observe teachers through classroom observation and give feedback.
Work with special education teachers who are having problems to motivate students and help
students be successful.
Initiate professional development sessions for faculty on the observation/evaluation process.
Survey faculty on methods to motivate students.
Work with faculty to organize and implement programs to improve student achievement.
2
4
1
4
2.4
4.2
1.2
4.4
4
4.2
2
2
2.3
2.1
2
2
2
2.3
2.1
2.1, 2.4
44
Appendix G
Internship Checklist
45
Internship Checklist
______ Meet the criteria for eligibility for Administrative Internship I: ADMS 671
(Full admission status; no grades of Incomplete; evidence provided of meeting
technology standards and completing child abuse/neglect recognition training;
meet university's Graduate School academic requirements for graduation;
adviser/department head approval of internship application, successful
completion of Internship I, and demonstrate at least an “acceptable” rating on
disposition behaviors.
______ Send evidence of meeting technology standards to your advisor.
______ Send evidence of completing the Child Abuse/Neglect Recognition Training to
your advisor.
______ Choose a site for your Administrative Internships II and III experience and gain
approval from the on-site supervisor.
______ Complete and turn-in the internship application to the Internship Coordinator for
Administrative Internships II and III.
______ Complete the field-based experiences in eight courses (ADMS 633, ADMS 627, ADMS
626, ADMS 624, ADMS 618, ADMS 625, ADMS 629, EDUS 660 )
______ Keep, in Excel spreadsheet, a record of approximately 30 hours for each of the
field-based experiences for a maximum of 210 hours.
______ Read carefully the explanation for course requirements in the syllabus.
______ Work collaboratively with your on-site supervisor to devise your internship plan.
______ Have your draft internship plan reviewed at least twice by your university supervisor
during Administrative Internship II: ADMS 671.
______ Work collaboratively with your on-site supervisor and university supervisor
during the internship experience.
______ Write reflective journals and send the journals to your university supervisor
weekly. These reflections are also part of the internship notebook.
______ Attend and participate in Administrative Internship II and III meetings with the
university instructor.
46
______ Complete the internship self-assessment.
______ Have three colleagues complete the observer assessment.
______ Ensure that the on-site supervisor completes the on-site supervisor assessment.
______ Complete all parts of the internship notebook.
______ Complete all parts of the personal portfolio.
______ Register for and take the School Leaders Licensure Assessment (SLLA).
______ Complete Administrative Internship II and III.
47
Appendix H
ISLLC Dispositions Survey
48
Virginia Commonwealth University
School of Education
Educational Leadership Department
The Educational Leadership faculty has accepted the 43 dispositions identified by the
Interstate School Leaders Licensure Consortium (ISLLC, 1996) as the dispositions for the
Educational Leadership program.
Rationale for choice of dispositions
The ISLLC dispositional statements link strongly to the eight general dispositions of the
School of Education Conceptual Framework, but have the advantage of underpinning the
foundation of the Educational Leadership Program Standards enshrined in the outcomes of the
Educational Leadership Constituent Council (ELCC) process of the National Policy Board for
Educational Administration (NPBEA). The National Council for Accreditation of Teacher
Education (NCATE) has approved the ELCC program standards for Educational Leadership
Programs in accredited schools.
Rationale for dispositions survey
The Educational Leadership Program faculty decided to survey students, as a first step
towards the development of a set of instruments with which to measure the dispositions of
students in the VCU Educational Leadership Program (as required of all NCATE-accredited
programs). The outcome of this survey will help in developing an understanding of where VCU
students stand in terms of the ISLLC dispositional elements, and will provide critical information
to guide the on-going process of dispositional assessment. While you are asked to identify
yourself on this survey, your responses will be kept confidential, and will not in any way
affect your grades on any coursework.
In the following pages you will be asked to indicate the extent to which each of the 43
dispositional statements represent a belief, value, commitment or an instance of a professional
ethic that influences your behavior towards students, families, colleagues, and communities,
that affects your students’ learning, motivation, and development, as well as your own
personal professional growth.
Please sign and date below to validate that you have read and considered the 43
dispositional statements as part of your being involved in this survey.
Print Name: __________________________________________________________________
Signed:_______________________________________________ Date:_________________
Please check the appropriate box to indicate the extent to which each of the following statements
describes your belief in, or the value you place on, or your commitment to the particular
statement. At the top end of the scale, the beliefs, values and commitments that you select as
vitally important should be those that permeate your most important actions as a teacher—unless
49
an observer understood the depth of these beliefs, values, commitments he or she would have
difficulty completely understanding what you do. At the bottom end of the scale lie those
statements about which you are indifferent. Others may hold them as important, but, for you,
they just are not in your belief, value or commitment framework.
ISLLC Standard 1
I believe in,
value, and am
committed to…
Not a belief,
value,
commitment for
me
A background
belief, value,
commitment
for me
Part of my belief,
value,
commitment
framework
A significant
belief, value,
commitment
for me
A vitally
important belief,
value,
commitment for
me
the educability
of all
a school vision
of high
standards of
learning
continuous
school
improvement
the inclusion of
all members of
the school
community
ensuring that
students have
the knowledge,
skills, and
values needed
to become
successful
adults
a willingness to
continuously
examine one’s
own
assumptions,
beliefs, and
practices
doing the work
required for
high levels of
personal and
organization
performance
50
ISLLC Standard 2
I believe in,
value, and am
committed to…
Not a belief,
value,
commitment
for me
A background
belief, value,
commitment
for me
Part of my
belief, value,
commitment
framework
A significant
belief, value,
commitment
for me
A vitally
important
belief, value,
commitment
for me
student learning
as the
fundamental
purpose of
schooling
the proposition
that all students
can learn
the variety of
ways in which
students can learn
life long learning
for self and others
professional
development as
an integral part of
school
improvement
the benefits that
diversity brings to
the school
community
a safe and
supportive
learning
environment
preparing
students to be
contributing
members of
society
51
ISLLC Standard 3
I believe in,
value, and am
committed to…
Not a belief,
value,
commitment
for me
A background
belief, value,
commitment
for me
Part of my
belief, value,
commitment
framework
A significant
belief, value,
commitment
for me
A vitally
important
belief, value,
commitment
for me
making
management
decisions to
enhance learning
and teaching
taking risks to
improve schools
trusting people
and their
judgments
accepting
responsibility
high-quality
standards,
expectations, and
performances
involving
stakeholders in
management
processes
a safe
environment
52
ISLLC Standard 4
I believe in,
value, and am
committed to…
Not a belief,
value,
commitment
for me
A background
belief, value,
commitment
for me
Part of my
belief, value,
commitment
framework
A significant
belief, value,
commitment
for me
A vitally
important
belief, value,
commitment
for me
schools’
operating as an
integral part of
the larger
community
collaboration and
communication
with families
the involvement
of families and
other stakeholders
in school
decision-making
processes
the proposition
that diversity
enriches the
school
families as
partners in the
education of their
children
the proposition
that families have
the best interests
of their children
in mind
the need to bring
the resources of
the family and
community to
bear on the
education of
students
sustaining an
informed public
53
ISLLC Standard 5
I believe in,
value, and am
committed to…
Not a belief,
value,
commitment
for me
A background
belief, value,
commitment
for me
Part of my
belief, value,
commitment
framework
A significant
belief, value,
commitment
for me
A vitally
important
belief, value,
commitment
for me
the ideal of the
common good
the principles in
the Bill of Rights
the right of every
student to a free,
quality education
bringing ethical
principles to the
decision-making
process
subordinating
one’s own interest
to the good of the
school
community
accepting the
consequences for
upholding one’s
principles and
actions
using the
influence of one’s
office
constructively
and productively
in the service of
all
students and their
families
the development
of a caring school
community
54
ISLLC Standard 6
I believe in,
value, and am
committed to…
Not a belief,
value,
commitment
for me
A background
belief, value,
commitment
for me
Part of my
belief, value,
commitment
framework
A significant
belief, value,
commitment
for me
A vitally
important
belief, value,
commitment
for me
education as a
key to
opportunity and
social mobility
recognizing a
variety of ideas,
values, and
cultures
the importance of
a continuing
dialogue with
other decision
makers affecting
education
actively
participating in
the political and
policy-making
context in the
service of
education
using legal
systems to protect
student rights and
improve student
opportunities
55
Concordance Chart: The following are suggested links between the 43 ISSLC Dispositions and the 8 VCU
School of Education Conceptual Framework Dispositions.
ISLLC\VCU
1.1
1.2
1.3
1.7
1.5
1.6
1.7
2.1
2.2
2.3
2.4
2.5
2.6
2.7
2.8
ISLLC\VCU
3.1
3.2
3.3
3.4
3.5
3.6
3.7
4.1
4.2
4.3
4.4
4.5
4.6
4.7
4.8
ISLLC\VCU
5.1
5.2
5.3
5.4
5.5
5.6
5.7
5.8
6.1
6.2
6.3
6.4
6.5
I3
x
x
II 5
III 3
III 4
x
x
x
III 5
x
x
x
IV 2
IV 3
IV 4
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
I3
II 5
x
x
III 3
III 4
x
x
III 5
x
IV 2
IV 3
IV 4
IV 3
IV 4
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
I3
x
x
II 5
III 3
x
x
x
x
III 4
x
III 5
x
IV 2
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
56
Appendix I
Internship Application
57
Internship Application
EDUCATIONAL LEADERSHIP
SCHOOL OF EDUCATION
VIRGINIA COMMONWEALTH UNIVERSITY
Applications are due six weeks before ADMS 671 begins. Students may enroll in the Internship course during their last two semesters.
Return completed applications to the attention of the Internship Coordinator, fax: 804.827.0771. Be sure your advisor has a copy of
your teaching license indicating that you have fulfilled Child Abuse Recognition and Technology Standards. Your principal
must sign this form even though they may not be your site-supervisor.
Candidate’s advisor : ________________________
SECTION A:
NAME_____________________________________________________________ VCU V#__________________________________
LAST
FIRST
MIDDLE
ADDRESS____________________________________________________________________________________________________
STREET
CITY
STATE
ZIP
DAYTIME
HOME
TELEPHONE __________________________ TELEPHONE _________________________ E-MAIL ___________________________
CURRENT EMPLOYER/ADDRESS: _________________________________________________________________________________
SECTION B:
SEMESTER FOR PLACEMENT:
FALL ________
SPRING ________
SUMMER ________
YEAR: ________________
SECTION C:
PRIMARY SITE*: _____________________________________________________________________________________________
NAME OF SITE
SCHOOL DISTRICT
TELEPHONE
SCHOOL ADDRESS: ___________________________________________________________________________________________
STREET
CITY
STATE
ZIP
SITE SUPERVISOR: _____________________________________________
NAME (PLEASE PRINT)
_____________________________________
WORK TELEPHONE
_____________________________________________
POSITION TITLE
_____________________________________
E-MAIL ADDRESS
_____________________________________________
SIGNATURE
_____________________________________
DATE
PRINCIPAL’S SIGNATURE: _______________________________________
_____________________________________
DATE
INTERN’S SIGNATURE: __________________________________________
_____________________________________
DATE
ADVISOR’S SIGNATURE: _________________________________________
_____________________________________
DATE
DEPT. CHAIR’S SIGNATURE: ______________________________________
_____________________________________
DATE
RETURN THIS FORM TO THE INTERNSHIP COORDINATOR
*Please list all additional internship sites on the back of this form.
58
Appendix J
21st Century School Administrator Skills
Self-assessment
21st Century
School Administrator Skills
SELF-ASSESSMENT
59
Self-Assessment
Intern Candidate’s Name
Date
Instructions: Read the definition for each skill dimension. Reflect on your current behavior and practice as it
relates to the skill dimension and its definition. Read each behavioral statement below the definition and write
in the number for each item that best describes your behavior. Use the attached rubric on page 7 to help you
determine which number to use, and be honest with yourself. This self-assessment is intended for your personal
use. You may share it others as you see fit. Copy the Observer Assessment and rubric that follow the SelfAssessment and distribute copies to as many colleagues as you like, if you would like to collect their
perceptions of your behavior.
EDUCATIONAL LEADERSHIP
Setting Instructional Direction: Implementing strategies for improving teaching and learning including
putting programs and improvement efforts into action. Developing a vision and establishing clear goals;
providing direction in achieving stated goals; encouraging others to contribute to goal achievement; securing
commitment to a course of action from individuals and groups. (ELCC 7.3, 7.4: ISLLC 1, 4)
1=Unacceptable
2=Developing
3=Acceptable
4=Target
na=not applicable
1.
I articulate a clear vision for the school and its efforts (ELCC 1.2)
2.
I set high expectations for myself and for others (ELCC 2.1)
3.
I encourage innovation toward improvement of teaching and learning
(ELCC 2.2)
4.
I set and clarify measurable objectives (ELCC 2.2)
5.
6.
I generate enthusiasm and work to persuade others to work together to
accomplish common goals (ELCC 1.3)
I develop alliances and/or resources outside the school that improve the
quality of teaching and learning (ELCC 2.2, 4.1, 4.3)
7.
I clearly articulate expectations regarding the performance of others
8.
I acknowledge achievement and accomplishment of others (ELCC 1.4)
9.
I seek commitment of all involved to a specific course of action
(ELCC 1.5, 6.3)
Add the numbers and divide the sum by 9. Enter the S.I.D. quotient here.
Teamwork: Seeking and encouraging involvement of team members. Modeling and encouraging the behaviors
that move the group to task completion. Supporting group accomplishment. (ELCC 7.1, 7.3; ISLLC 1,2)
60
1=Unacceptable
2=Developing
3=Acceptable
4=Target
na=not applicable
10.
I support the ideas and views of team members to solve problems
11.
I encourage others to share their ideas (ELCC 3.2)
12.
I contribute ideas toward achieving a solution
13.
I assist in the operational tasks of the team (ELCC 3.1)
14.
I seek input from others regarding their own ideas and solutions
15.
I assist the team in maintaining the direction needed to complete a task
(ELCC 3.3)
16.
I seek consensus among team members
Add the numbers and divide the sum by 7. Enter the T. quotient here.
Sensitivity: Perceiving the needs and concerns of others; dealing tactfully with others in emotionally stressful
situations or in conflict. Knowing what information to communicate and to whom. Appropriately relating to
people of varying ethnic, cultural, and religious backgrounds. (ELCC 7.3; ISLLC 2,5)
1=Unacceptable
2=Developing
3=Acceptable
4=Target
na=not applicable
17.
I deal appropriately and tactfully with people from different backgrounds
(ELCC 1.5, 4.2)
18.
I elicit perceptions, feelings, and concerns of others (ELCC 5.1)
19.
I voice disagreement without creating unnecessary conflict (ELCC 5.2)
I anticipate responses of others and act to reduce negative impact
(ELCC 5.1)
I communicate necessary information to the appropriate persons in a timely
21.
manner
I express verbal and/or non-verbal recognition of feelings, needs, and
22.
concerns of others (ELCC 5.1)
I respond tactfully to others in emotionally stressful situations or in conflict
23.
(ELCC 5.2)
20.
24.
I take action to divert unnecessary conflict (ELCC 5.2, 5.3)
25.
I respond in a timely manner to others who initiate contact with me
Add the numbers and divide the sum by 9. Enter the S. quotient here.
RESOLVING COMPLEX PROBLEMS
61
Judgment: Reaching logical conclusions and making high quality decisions based on available information.
Assigning appropriate priority to significant issues. Exercising appropriate caution in making decisions and in
taking action. Seeking out relevant data, facts and impressions. Analyzing and interpreting complex
information. (ELCC 7.3; ISLLC 2,5)
1=Unacceptable
2=Developing
3=Acceptable
4=Target
na=not applicable
26.
I assign appropriate priority to issues and tasks (ELCC 3.2)
27.
I take appropriate caution when dealing with unfamiliar issues and
individuals
28.
I avoid reaching quick conclusions and making decisions with limited data
29.
I evaluate information to determine the important elements (ELCC 1.2)
30.
I communicate a clear rationale for a decision (ELCC 1.3)
31.
I seek additional information about issues and events relevant to the school
(ELCC 2.1)
32.
I seek relevant sources of information to confirm or refute assumptions
33.
I seek to clarify information by asking follow-up questions
34.
I seek to identify the cause of a problem
35.
I seek to establish relationships among issues and events
Add the numbers and divide the sum by 10. Enter the J. quotient here.
Results Orientation: Assuming responsibility. Recognizing when a decision is required. Taking prompt
action as issues emerge. Resolving short-term issues while balancing them against long-term objectives. (ELCC
7.3; ISLLC 3, 6)
1=Unacceptable
2=Developing
3=Acceptable
4=Target
na=not applicable
36.
I take action to move issues toward closure in a timely manner (ELCC 3.1)
37.
I take responsibility to implement initiatives to improve teaching and
learning (ELCC 2.2)
38.
I determine the criteria that indicate a problem or issue is resolved
39.
I consider the long-term and short-term implications of a decision before
taking action (ELCC 2.3)
40.
I am able to see the big picture (ELCC 6.1)
Add the numbers and divide the sum by 5. Enter the R. O. quotient here.
62
Organizational Ability: Planning and scheduling one’s own and the work of others so that resources are used
appropriately. Scheduling flow of activities; establishing procedures to monitor projects. Practicing time and
task management; knowing what to delegate and to whom. (ELCC 7.2, 7.3; ISLLC 3)
1=Unacceptable
2=Developing
3=Acceptable
4=Target
41.
I delegate responsibilities to others
42.
I plan follow-up to monitor progress of delegated responsibilities
(ELCC 3.1)
43.
I develop action plans (ELCC 1.1, 1.3)
44.
I monitor progress of plans and adjusts plans or actions as needed
(ELCC 3.1)
45.
I establish timelines, schedules, and milestones
46.
I am well prepared for meetings
47.
I make effective use of available resources (ELCC 3.3)
na=not applicable
Add the numbers and divide the sum by 7. Enter the O. A. quotient here.
COMMUNICATION
Oral Communication: Clearly communicating when speaking to individuals, small groups, and large groups.
Making oral presentations that are clear and easy to understand.
1=Unacceptable
2=Developing
3=Acceptable
4=Target
na=not applicable
48.
Demonstrates effective presentation skills, e.g., opening and closing
comments, eye contact, enthusiasm, confidence, rapport, use of visual aids
49.
I speak articulately
50.
I use grammar properly
51.
I tailor messages to meet the needs of unique audiences (ELCC 6.2)
52.
I clearly present thoughts and ideas in one-on-one presentations
53.
I clearly present thoughts and ideas in small group presentations
54.
I clearly present thoughts and ideas in formal, large-group presentations
Add the numbers and divide the sum by 7. Enter the O. C. quotient here.
63
Written Communication: Expressing ideas clearly in writing; demonstrating technical proficiency. Writing
appropriately for different audiences. (ELCC 7.3)
1=Unacceptable
2=Developing
3=Acceptable
55.
I write concisely
56.
I demonstrate technical proficiency in writing
57.
I express ideas clearly in writing
58.
I write appropriately for different audiences
4=Target
na=not applicable
Add the numbers and divide the sum by 4. Enter the W. C. quotient here.
DEVELOPING SELF AND OTHERS
Development of Others: Teaching, coaching, and helping others. Providing specific feedback based on
observations and data. (ELCC 7.3; ISLLC 2)
1=Unacceptable
59.
60.
61.
62.
63.
64.
2=Developing
3=Acceptable
4=Target
na=not applicable
I share information and expertise from personal experiences (ELCC 2.3)
I motivate others to change behaviors that inhibit professional and
organizational growth (ELCC 2.3)
I suggest specific developmental activities to assist others’ professional
growth (ELCC 2.4)
I give behaviorally-specific feedback focusing on behaviors, not the person
(ELCC 2.2)
I ask a protégé what he/she perceives to be strengths and weaknesses and
what he/she wants to improve
I seek agreement on specific actions to be taken by a protégé for his/her
development and growth
Add the numbers and divide the sum by 6. Enter the D. O. quotient here.
Understanding Own Strengths and Weaknesses: Understanding personal strengths and weaknesses. Taking
responsibility for improvement by actively pursuing developmental activities. Striving for continuous learning.
(ELCC 7.3; ISLLC 2)
1=Unacceptable
2=Developing
3=Acceptable
4=Target
65.
I recognize and appropriately communicate my own strengths
66.
I recognize and manage my own developmental needs (ELCC 2.4)
67.
I actively pursue personal growth through participation in planned
developmental activities (ELCC 2.4)
na=not applicable
Add the numbers and divide the sum by 3. Enter the U.S.W. quotient here.
64
Analysis
1. In the matrix below enter for each skill dimension the skill quotient computed in your self-assessment.
2. When you have collected observer assessments from all the colleagues to whom you distributed them,
average the ratings for each skill dimension and enter the mean in the appropriate space in the observer
average column.
3. Subtract the observer average from the self-assessment skill quotient for each skill dimension.
4. Study the results. Plus or minus differences of greater or less than 1 may indicate areas you want to
focus on for professional development. In which skill dimensions do others see you performing better
than you see yourself? In which ones do you see yourself performing better than your observers perceive
you to be performing?
5. For differences of greater or less than one, compare your self-ratings on each behavioral indicator with
the average ratings of observers on the same indicator to determine which behaviors you might seek to
develop.
Setting
Instructional
Direction
Skill
Area
Skill Dimension
Skill Quotient
Observer Average
Difference
Setting Instructional Direction
Teamwork
Sensitivity
Resolving
Complex
Problems
Judgment
Results Orientation
Communi
cation
Skills
Oral Communication
Developing
Self and
Others
Organizational Ability
Development of Others
Written Communication
Understanding Own Strengths
and Weaknesses
65
21st Century School Administrators’ Skills
Self - Assessment for
Internship Candidates
Rubric for Rating Your Performance
Over the course of the Internship, you will be afforded a variety of experiences. Based upon
your current work experiences, please rate on a 1 – 4 scale the degree to which you believe you
have exhibited the behaviors listed on pages 1-5 of this document. The numbers and
corresponding ratings and descriptors are provided below:
Number
1
Rating
Descriptor
Unacceptable I provided little evidence of this behavior or
little evidence of growth in this behavior in most
settings across most responsibilities
2
Developing
I am beginning to provide evidence of this
behavior or have shown some evidence of
growth in this behavior in some settings across
some responsibilities
3
Acceptable
I have made progress in providing evidence of
this behavior more frequently in several settings
across most responsibilities
4
Target
I consistently provide evidence of exhibiting
this behavior in a variety of settings across a
myriad of responsibilities
Not
Applicable
I did not have opportunities to provide evidence
of this behavior
n/a
66
Appendix K
21st Century School Administrator Skills
Observer Assessment
67
21st Century
School
Administrator Skills
Observer Assessment for Instructional Leaders
OBSERVER ASSESSMENT
Intern Candidate’s Name ________________________________ Date ____________
Read each behavioral statement below the definition and write in the number for each item that best describes
the candidate’s behavior. Use the attached rubric on page 13 to help you determine which number to use, and be
honest!
EDUCATIONAL LEADERSHIP
Setting Instructional Direction: Implementing strategies for improving teaching and learning including
putting programs and improvement efforts into action. Developing a vision and establishing clear goals;
providing direction in achieving stated goals; encouraging others to contribute to goal achievement; securing
commitment to a course of action from individuals and groups. (ELCC 7.3, 7.4: ISLLC 1,4)
1=Unacceptable
2=Developing
3=Acceptable
4=Target
na=not applicable
1.
This person articulates a clear vision for the school and its efforts (ELCC 1.2)
2.
This person sets high expectations for self and others (ELCC 2.1)
3.
4.
5.
6.
7.
8.
9.
This person encourages innovation toward improved teaching and learning
(ELCC 2.2)
This person sets and clarifies measurable objectives (ELCC 2.2)
This person generates enthusiasm and works to persuade others to work
together to accomplish common goals (ELCC 1.3)
This person develops alliances and/or resources outside the school that
improve the quality of teaching and learning(ELCC 2.2, 4.1, 4.3)
This person clearly articulates expectations regarding the performance of
others
This person acknowledges achievement and accomplishment of others
(ELCC 1.4)
This person seeks commitment of all involved to a specific course of action
(ELCC 1.5, 6.3)
68
Teamwork: Seeking and encouraging involvement of team members. Modeling and encouraging the behaviors
that move the group to task completion. Supporting group accomplishment. (ELCC 7.1, 7.3: ISLLC 1,2)
1=Unacceptable
2=Developing
3=Acceptable
4=Target
na=not applicable
10.
This person supports the ideas and views of team members to solve problems
11.
This person encourages others to share their ideas (ELCC 3.2)
12.
This person contributes ideas toward achieving a solution
13.
This person assists in the operational tasks of the team (ELCC 3.1)
14.
This person seeks input from others regarding their own ideas and solutions
15.
This person assists the team in maintaining the direction needed to complete
a task (ELCC 3.3)
16.
This person seeks consensus among team members
Sensitivity: Perceiving the needs and concerns of others; dealing tactfully with others in emotionally stressful
situations or in conflict. Knowing what information to communicate and to whom. Appropriately relating to
people of varying ethnic, cultural, and religious backgrounds. (ELCC 7.3; ISLLC 2,5)
1=Unacceptable
2=Developing
3=Acceptable
4=Target
na=not applicable
17.
This person deals appropriately and tactfully with people from different
backgrounds (ELCC1.5, 4.2)
18.
This person elicits perceptions, feelings, and concerns of others (ELCC 5.1)
19.
This person voices disagreement without creating unnecessary conflict
(ELCC 5.2)
This person anticipates responses of others and acts to reduce negative
impact (ELCC 5.1)
This person communicates necessary information to the appropriate persons
21.
in a timely manner
This person expresses verbal and/or non-verbal recognition of feelings,
22.
needs, and concerns of others (ELCC 5.1)
This person responds tactfully to others in emotionally stressful situations or
23.
in conflict (ELCC 5.3)
20.
24.
This person diverts unnecessary conflict (ELCC 5.2, 5.3)
25.
This person responds in a timely manner to others who initiate contact
69
RESOLVING COMPLEX PROBLEMS
Judgment: Reaching logical conclusions and making high quality decisions based on available information.
Assigning appropriate priority to significant issues. Exercising appropriate caution in making decisions and in
taking action. Seeking out relevant data, facts and impressions. Analyzing and interpreting complex
information. (ELCC 7.3; ISLLC 2 5)
1=Unacceptable
26.
2=Developing
3=Acceptable
4=Target
na=not applicable
This person assigns appropriate priority to issues and tasks (ELCC 3.2)
This person is appropriately cautious when dealing with unfamiliar issues
and individuals
This person avoids reaching quick conclusions and making decisions with
28.
limited data
This person evaluates information to determine the important elements
29.
27.
(ELCC 1.2)
30.
This person communicates a clear rationale for a decision (ELCC 1.3)
31.
This person seeks additional information (ELCC 2.1)
32.
This person seeks relevant sources of information to confirm or refute
assumptions
33.
This person seeks to clarify information by asking follow-up questions
34.
This person seeks to identify the cause of a problem
35.
This person seeks relationships among issues and events
Results Orientation: Assuming responsibility. Recognizing when a decision is required. Taking prompt
action as issues emerge. Resolving short-term issues while balancing them against long-term objectives. (ELCC
7.3; ISLLC 3, 6)
1=Unacceptable
36.
2=Developing
3=Acceptable
4=Target
na=not applicable
This person takes action to move issues toward closure in a timely manner
(ELCC 3.1)
This person takes responsibility to implement initiatives to improve teaching
and learning (ELCC 2.2)
This person determines the criteria that indicate a problem or issue is
38.
resolved
This person considers the long-term and short-term implications of a
39.
decision before taking action (ELCC 2.3)
37.
40.
This person sees the big picture (ELCC 6.1)
70
71
Organizational Ability: Planning and scheduling one’s own and the work of others so that resources are used
appropriately. Scheduling flow of activities; establishing procedures to monitor projects. Practicing time and
task management; knowing what to delegate and to whom. (ELCC 7.2, 7.3: ISLLC 3)
1=Unacceptable
41.
42.
2=Developing
3=Acceptable
4=Target
na=not applicable
This person delegates responsibilities to others
This person plans follow-up to monitor progress of delegated responsibilities
(ELCC 3.1)
43.
This person develops action plans (ELCC 1.1, 1.3)
44.
This person monitors progress of plans and adjusts plans or actions as
needed (ELCC 3.1)
45.
This person establishes timelines, schedules, and milestones
46.
This person is well prepared for meetings
47.
This person makes effective use of available resources (ELCC 3.3)
COMMUNICATION
Oral Communication: Clearly communicating when speaking to individuals, small groups, and large groups.
Making oral presentations that are clear and easy to understand.
1=Unacceptable
2=Developing
3=Acceptable
4=Target
48.
This person demonstrates effective presentation skills, e.g., opening and
closing comments, eye contact, enthusiasm, confidence, rapport, use of
visual aids
49.
This person speaks articulately
50.
This person uses grammar properly
51.
na=not applicable
This person tailors messages to meet the needs of unique audiences
(ELCC 6.2)
52.
This person clearly presents thoughts and ideas in one-on-one presentations
53.
This person clearly presents thoughts and ideas in small group presentations
54.
This person clearly presents thoughts and ideas in formal, large-group
presentations
72
Written Communication: Expressing ideas clearly in writing; demonstrating technical proficiency. Writing
appropriately for different audiences. (ELCC 7.3)
1=Unacceptable
2=Developing
3=Acceptable
4=Target
55.
This person writes concisely
56.
This person demonstrates technical proficiency in writing
57.
This person expresses ideas clearly in writing
58.
This person writes appropriately for different audiences
na=not applicable
DEVELOPING SELF AND OTHERS
Development of Others: Teaching, coaching, and helping others. Providing specific feedback based on
observations and data. (ELCC 7.3; ISLLC 2)
1=Unacceptable
59.
2=Developing
3=Acceptable
4=Target
na=not applicable
This person shares information and expertise from personal experiences
(ELCC 2.3)
60.
This person motivates others to change behaviors that inhibit professional
and organizational growth (ELCC 2.3)
61.
This person suggests specific developmental activities (ELCC 2.4)
This person gives behaviorally-specific feedback focusing on behaviors, not
the person (ELCC 2.2)
This person asks the person what he/she perceives to be strengths and
63.
weaknesses and what he/she wants to improve
This person seeks agreement on specific actions to be taken for development
64.
and growth
62.
Understanding Own Strengths and Weaknesses: Understanding personal strengths and weaknesses. Taking
responsibility for improvement by actively pursuing developmental activities. Striving for continuous learning.
(ELCC 7.3; ISLLC 2)
1=Unacceptable
2=Developing
3=Acceptable
4=Target
na=not applicable
65.
This person recognizes and communicates own strengths
66.
This person recognizes and manages own developmental needs (ELCC 2.4)
67.
This person actively pursues personal growth through participation in
planned developmental activities (ELCC 2.4)
When you have completed the ratings for the person who gave you this observer assessment, please seal it in an
envelope and return it to him or her. The information you give will be combined with ratings from other
observers and used with other data to assist this person in planning meaningful professional development
activities. Thank you.
21st Century School Administrators’ Skills
73
Observer Assessment for
Internship Candidates
Rubric for Rating Candidate’s Performance
Over the course of the Internship, candidates have been afforded a variety of experiences.
Based upon your work with the candidate throughout the Internship, please rate on a 1 – 4 scale
the degree to which the candidate has provided evidence of exhibiting the behaviors listed in the
attached document. The numbers and corresponding ratings and descriptors are provided
below:
Number
1
Rating
Descriptor
Unacceptable The candidate has provided little evidence of
this behavior or little evidence of growth in this
behavior in most settings across most
responsibilities
2
Developing
The candidate is beginning to provide evidence
of this behavior or has shown some evidence of
growth in this behavior in some settings across
some responsibilities
3
Acceptable
The candidate has made progress in providing
evidence of this behavior more frequently in
several settings across most responsibilities
4
Target
The candidate consistently provides evidence of
exhibiting this behavior in a variety of settings
across a myriad of responsibilities
Not
Applicable
The candidate did not have opportunities to
provide evidence of this behavior OR I did not
have opportunities to observe this behavior
n/a
74
Appendix L
21st Century School Administrator Skills
On-Site Supervisor Assessment for Internship
Candidates
75
21st Century School Administrator Skills
On-Site Supervisor Assessment for Internship Candidates
Candidate’s Name_______________________________________ Date ____________________
Supervisor’s Name _______________________________________ Position __________________
Rate each item from 1 to 4 to best describe the behavior of the internship candidate named at the top of
the form. Descriptors for ratings are found on page 6 of this instrument.
EDUCATIONAL LEADERSHIP
Setting Instructional Direction: Implementing strategies for improving teaching and learning including putting programs
and improvement efforts into action. Developing a vision and establishing clear goals; providing direction in achieving
stated goals; encouraging others to contribute to goal achievement; securing commitment to a course of action from
individuals and groups. (ELCC 7.3; 7.4; ISLLC 1, 4)
1= Unacceptable 2= Developing 3= Acceptable 4= Target
N/A = not applicable
1.
This person articulates a clear vision for the school and its efforts related to teaching and learning.
(ELCC 1.2)
2.
This person sets high performance expectations related to teaching and learning for self and for
others. (ELCC 2.1)
3.
This person encourages innovation to improve teaching and successful learning for every student.
(ELCC 2.2)
4.
This person sets measurable objectives for student academic success and effective instruction.
(ELCC 2.2)
5.
This person generates enthusiasm and persuades others to work together to accomplish common
goals for the success of every student. (ELCC 1.3)
6.
This person develops alliances and resources outside the school to improve the quality of teaching
and learning. (ELCC 2.2; 4.1; 4.3)
7.
This person clearly articulates expectations regarding the performance of others as it relates to
effective instruction and student success.
8.
This person acknowledges and celebrates the achievements and accomplishments of others in
their efforts to ensure student success. (ELCC 1.4)
9.
This person seeks commitment of all involved to a specific course of action to improve student
learning. (ELCC 1.5; 6.3)
76
Teamwork: Seeking and encouraging involvement of team members. Modeling and encouraging the behaviors that
move the group to task completion. Supporting group accomplishment. (ELCC 7.1; 7.3; ISLLC 1, 2)
1= Unacceptable 2= Developing 3= Acceptable 4= Target
N/A = not applicable
10.
This person supports the ideas and views offered by team members to resolve problems and
improve learning.
11.
This person encourages others to share their ideas and opinions regarding improved teaching
and learning. (ELCC 3.2)
12.
This person contributes ideas and opinions toward reaching solutions and improving student
success.
13.
This person assists in the operational tasks of the team. (ELCC 3.1)
14.
This person seeks input from team members regarding ideas to improve learning.
15.
This person assists the team in maintaining the direction needed to complete tasks. (ELCC 3.3)
16.
This person seeks to develop consensus among team members.
Sensitivity: Perceiving the needs and concerns of others; dealing tactfully with others in emotionally stressful situations
or in conflict. Knowing what information to communicate and to whim. Appropriately relating to people of varying ethnic,
culture, and religious backgrounds. (ELCC 7.3; ISLLC 2, 5)
1= Unacceptable 2= Developing 3= Acceptable 4= Target
N/A = not applicable
17.
This person appropriately and tactfully with people from different backgrounds. (ELCC 1.5, 4.2)
18.
This person elicits perceptions, feelings, and concerns of others. (ELCC 5.1)
19.
This person voices disagreement without creating unnecessary conflict. (ELCC 5.2)
20.
This person anticipates responses of others and acts to reduce negative impact. (ELCC 5.1)
21.
This person communicates necessary information to the appropriate persons in a timely manner.
22.
This person expresses verbal and/or non-verbal recognition of feelings, needs, and concerns of
others. (ELCC 5.1)
23.
This person responds tactfully to others in emotionally stressful situations or in conflict.
(ELCC 5.2)
24.
This person diverts unnecessary conflicts. (ELCC 5.2, 5.3)
25.
This person responds in a timely manner to others who initiate contact.
77
RESOLVING COMPLEX PROBLEMS
Judgment: Reaching logical conclusions and making high quality decisions based on available information. Assigning
appropriate priority to significant issues. Exercising appropriate caution in making decisions and in taking action. Seeking
out relevant data, facts and impressions. Analyzing and interpreting complex information. (ELCC 7.3; ISLLC 2, 5)
1= Unacceptable 2= Developing 3= Acceptable 4= Target
N/A = not applicable
26.
This person assigns priority to issues and tasks within the school’s vision for teaching and
learning. (ELCC 3.2)
27.
This person exercises caution when dealing with unfamiliar issues and individuals.
28.
This person avoids reaching quick conclusions and making decisions with limited data.
29.
This person evaluates information to determine the elements that affect teaching and learning.
(ELCC 1.2)
30.
This person communicates a clear learning-related rationale for each decision. (ELCC 1.3)
31.
This person seeks additional information about issues and events relevant to the school and its
mission. (ELCC 2.1)
32.
This person uses relevant sources for data and information to confirm or refute assumptions.
33.
This person asks follow-up questions to clarify information.
34.
This person seeks to identify the causes of problems.
35.
This person establishes relationships between issues and events.
Results Orientation: Assuming responsibility. Recognizing when a decision is required. Taking prompt action as issues
emerge. Resolving short-term issues while balancing them against long-term objectives.
(ELCC 7.3; ISLLC 3, 6)
1= Unacceptable 2= Developing 3= Acceptable 4= Target
N/A = not applicable
36.
This person takes action to move issues toward closure in a timely manner. (ELCC 3.1)
37.
This person takes responsibility for implementing initiatives to improve teaching and learning.
(ELCC 2.2)
38.
This person determines criteria that indicate a problem or issue is resolved.
This person considers the long-term and short term implications of a decision on teaching and
learning before taking action. (ELCC 2.3)
This person sees the big picture related to student learning as the mission of the school.
(ELCC 6.1)
39.
40.
78
Organizational Ability: Planning and scheduling one’s own and the work of others so that resources are used
appropriately. Scheduling flow of activities; establishing procedures to monitor projects. Practicing time and task
management; knowing what to delegate and to whom. (ELCC 7.2, 7.3; ISLLC 3)
1= Unacceptable 2= Developing 3= Acceptable 4= Target
N/A = not applicable
41.
This person delegates responsibility to others.
42.
This person monitors the progress and completion of delegated responsibilities. (ELCC 3.1)
43.
This person develops action plans to achieve goals related to student learning. (ELCC 1.1, 1.3)
44.
This person monitors progress modifies plans or actions as needed. (ELCC 3.1)
45.
This person establishes timelines, schedules, and milestones.
46.
This person prepares effectively for meetings.
This person uses available resources effectively to accomplish the student learning goals of the
school. (ELCC 3.3)
47.
COMMUNICATION
Oral Communication: Clearly communicating when specking to individuals, small groups, and large groups. Making oral
presentations that are clear and easy to understand.
1= Unacceptable 2= Developing 3= Acceptable 4= Target
N/A = not applicable
48.
This person demonstrates effective presentations skills, e.g., opening and closing comments,
eye contact, enthusiasm, confidence, rapport, use of visual aids.
49.
This person speaks articulately.
50.
This person uses correct grammar.
51.
This person tailors messages to meet the needs of each unique audience. (ELCC 6.2)
52.
This person clearly presents thoughts and ideas in one-on-one conversations.
53.
This person clearly presents thoughts and ideas in communication with small groups.
54.
This person clearly presents thoughts and ideas in formal, large-group presentations.
79
Written Communication: Expressing ideas clearly in writing; demonstrating technical proficiency. Writing appropriately
for different audiences. (ELCC 7.3)
1= Unacceptable 2= Developing 3= Acceptable 4= Target
55.
This person writes concisely
56.
This person demonstrates technical proficiency in writing
57.
This person expresses ideas clearly in writing
58.
This person writes appropriately for different audiences
N/A = not applicable
DEVELOPING SELF AND OTHERS
Development of Others: Teaching, coaching, and helping others. Providing specific feedback based on observations
and data. (ELCC 7.3; ISLLC 2)
1= Unacceptable 2= Developing 3= Acceptable 4= Target N/A= not applicable
This person shares information and expertise from personal experiences.
59.
(ELCC 2.3)
60.
This person motivates others to change behaviors that inhibit professional and
organizational growth. (ELCC 2.3)
61.
This person suggests specific developmental activities. (ELCC 2.4)
62.
This person gives behaviorally-specific feedback focusing on behaviors, not the
person. (ELCC 2.2)
63.
This person asks the person what he/she perceives to be strengths and
weaknesses and what he/she wants to improve.
64.
This person seeks agreement on specific actions to be taken for development and
growth
Understanding Own Strengths and Weaknesses: Understanding personal strengths and weaknesses. Taking
responsibility for improvement by actively pursuing developmental activities. Striving for continuous learning. (ELCC 7.3;
ISLLC 2)
1= Unacceptable 2= Developing 3= Acceptable 4= Target
N/A= not applicable
65.
This person recognizes and communicates own strengths.
66.
This person recognizes and manages own developmental needs. (ELCC 2.4)
67.
This person actively pursues personal growth through participation in planned
developmental activities. (ELCC 2.4)
80
21st Century School Administrators’ Skills
On-Site Supervisor Assessment for
Internship Candidates
Rubric for Rating Candidate’s Performance
Over the course of the Internship, candidates have been afforded a variety of experiences. Based
upon your work with and mentorship of the candidate throughout the Internship, please rate on a 1 –
4 scale the degree to which the candidate has provided evidence of exhibiting the behaviors listed in
the attached document. The numbers and corresponding ratings and descriptors are provided
below:
Number
1
Rating
Unacceptable
Descriptor
The candidate has provided little evidence of this
behavior or little evidence of growth in this behavior
in most settings across most responsibilities
2
Developing
The candidate is beginning to provide evidence of
this behavior or has shown some evidence of
growth in this behavior in some settings across
some responsibilities
3
Acceptable
The candidate has made progress in providing
evidence of this behavior more frequently in
several settings across most responsibilities
4
Target
The candidate consistently provides evidence of
exhibiting this behavior in a variety of settings
across a myriad of responsibilities
Not Applicable
The candidate did not have opportunities to provide
evidence of this behavior
N/A
81