Administrative Practicum
Handbook
EDA 6945
[Insert: Semester and Year]
University of South Florida Sarasota-Manatee
College of Education
Instructor:
[Insert name, address, phones, email, office hours]
Revised 5/3/11
Page 1
CONTENTS
INTRODUCTION
SCHEDULING TIME FOR PRACTICUM RESPONSIBILITIES
COURSE SYLLABUS
COURSE GOALS & OBJECTIVES
COURSE REQUIREMENTS
COURSE ASSESSMENT
RESOURCES
FORMS AND DOCUMENTS
PRACTICUM GUIDELINES TO STUDENT AND SUPERVISOR
These forms offer guidelines and tips to both the Practicum student and the
supervisor for creating a valuable Practicum experience.
STATEMENT OF ACCEPTANCE FOR PRACTICUM
This form reflects the official agreement between the student, Supervising
Administrator and the USFSM Educational Leadership instructor. The student
and the Supervising Administrator identify the activities for the Practicum
experience, and this form makes sure that all parties understand their roles and
responsibilities. The Project Work Plan outlines the activities.
PRACTICUM ACTIVITIES LOG
This form summarizes the activities and time students spend on their projects.
Students maintain and regularly submit their logs to the instructor throughout the
experience.
PRACTICUM FINAL ASSESSMENT FORMS
These forms outline a summative assessment of the Practicum experience from
both the student’s and the supervisor’s perspectives.
APPENDICES
PROGRAM STANDARDS (7 Domains) SELF-ASSESSMENT
This form lists the learner outcomes associated with the seven Educational
Leadership Domains. The form serves as the pre- and post-assessment
reflecting the Practicum student’s self-evaluation of strengths, weaknesses, and
areas of particular interest and competence. (Appendix A)
EXAMPLE FIELD ACTIVITIES IN PROGRAM DOMAINS (Appendix B)
PROFESSIONAL PORTFOLIO and PRACTICUM PROJECT RUBRICS
These forms outline the criteria on which the Portfolio and Practicum Project will
be assessed. (Appendices C and D)
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INTRODUCTION
The Administrative Practicum is designed to link the theoretical and philosophical
frameworks of educational leadership to problems of practice. The Practicum provides
students with opportunities to explore, apply, and reflect on their knowledge, skills, and
dispositions in a variety of situations in a field setting.
The course requires students to serve in a school or district office setting assisting an
organizational leader. During the Practicum, the student is expected to assist in
significant and varied administrative responsibilities under the guidance of a Supervising
Administrator or mentor. The goal is to develop the aspiring administrator’s leadership
and management abilities by engaging in problem analysis, data collection, and
problem-solving with others at the work site, addressing areas such as budgeting
procedures, school/community relations, facility operations and maintenance,
interpretation and use of statistical data especially for school improvement planning,
curriculum development, student and program evaluation, staff development,
scheduling, and the uses of technology.
Beyond the practical experience provided, these experiences are designed to assist
students with integrating knowledge from course work and to provide a basis for
assessing their professional strengths and their needs for further development. Through
a combination of course work and field experiences, candidates should begin to develop
the necessary competencies to lead a learning community.
University faculty and school partners share responsibility for student learning and for
assessment of student performance. The Practicum student is expected to (1)
demonstrate knowledge, skills, and dispositions associated with the field of educational
leadership and aligned with state and national standards for practice; (2) apply
knowledge, skills, and dispositions to leadership roles and problems of practice; (3)
demonstrate ability to connect the philosophical, theoretical, and research-based
frameworks of the field of educational leadership to school leadership practices; and (4)
engage in self-assessment and reflection on learning and Practicum performance.
SCHEDULING TIME FOR PRACTICUM RESPONSIBILITIES
It is difficult for a person who is employed full time to fulfill the Practicum requirements
and to gain a real feel for what it is to be a principal. Too often the person who is
employed full time is limited to engaging in Practicum activities before or after school, in
the evening and on weekends. They would thus miss experiences that only take place
during the school day. It is difficult to gain a feeling for the position without spending
some full days observing and participating in the rhythm of an administrator's day. It is
strongly encouraged that the student makes arrangements so that at least some full
days can be devoted to the Practicum experience. Sometimes this can be accomplished
through having an intern or substitute teacher in the classroom or taking days of
personal or professional leave, depending upon district requirements.
Students may find that being a team leader or department chair will be advantageous
during the Practicum, as it provides additional opportunities to practice administrative
skills and decision-making. Those who have been in a leadership role for one or more
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years prior to the Practicum will find that this enriches their administrative Practicum
experience immensely.
Students should be prepared to devote preparation time, lunches, and evenings to
administrative experiences. Supervision of after school and evening student activities is
a normal and expected part of the administrative experience, as is lunch supervision.
Many discipline problems take extended time to resolve, and the use of professional or
personal leave is often the only way that a teacher can gain the uninterrupted full days
necessary to handle a problem situation from beginning to end.
Completing the requirements during the summer session enables more intensive work in
administrative settings. However, it may be difficult to complete the required 125 hours
within a school setting unless the student works with the principal of a Summer School
program. Opportunities may be more available at the district level.
It is the Practicum student’s responsibility to negotiate and schedule his/her time.
Arrangements that may be made in one school or district may not be allowed in another.
Students should not assume that release time would be available, even if it has been
previously available for other students. This is entirely at the discretion of the district,
and in some districts, at the discretion of the building principal. The student should
discuss his/her needs with the Supervising Administrator and accept the decision made
by that person.
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COURSE SYLLABUS: EDA 6945 ADMINISTRATIVE PRACTICUM
COURSE GOALS AND OBJECTIVES
The Practicum experience is designed to provide students with an opportunity to
implement activities at their school sites directed at improving the educational and
instructional environment and developing competence in all performance areas. The
Practicum also provides the opportunity for students to assess their own professional
growth by compiling a professional portfolio that demonstrates the knowledge, skills and
dispositions of effective school leadership.
Students are encouraged to identify an administrator in the current or another work site
who would be receptive to supervising the project and to assisting in acquiring
experiences beneficial to individual goals and the work of the school. During the
Practicum experience, students should: (1) gain additional experience and confidence in
leadership abilities, (2) provide real administrative assistance in the work setting, and (3)
increase visibility as potential administrators in the eyes of those who might be helpful in
advancing students’ career objectives.
The Practicum is to be completed during the last or next to the last semester of a
student's program of studies. All or nearly all required coursework should be completed.
Before a student will be allowed to enroll for the Practicum, he/she must be admitted to
the USFSM College of Education program in Educational Leadership (master's or
certificate).
This course has three emphases:
 First, the course is a field experience in a school or district office that immerses
prospective administrators in substantive administrative problems or processes.
It is accomplished at a school site in collaboration with school personnel and is
guided through regular communication with the instructor via email, individual
meetings and Practicum seminars.
 The second area of emphasis is the development of a professional portfolio that
highlights individual growth, strengths and accomplishments.
 The third course emphasis is in bridging theory and practice by analyzing and
responding to issues and cases in educational administration that involve realistic
problems.
Course objectives include the following:
1. To involve students in direct participation in a school administrator's work.
2. To provide students with experience in problem identification and the formation of
solutions related to school administration.
3. To insure that students are accountable for their efforts by requiring
implementation, monitoring, and assessment of an administrative project.
4. To provide students with an experience directed at their developing capacity to
manage/facilitate administrative duties.
5. To encourage students to be reflective leaders.
6. To assist students in developing effective interpersonal and communication skills.
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7. To assist students in preparing a professional portfolio that highlights their
experiences, understandings and skills, and qualifications for becoming a school
administrator as a program level assessment.
FLORIDA LEADERSHIP STANDARDS, COMPETENCIES AND SKILLS
All ten of the Florida Leadership Standards from the William Cecil Golden School
Leadership Development Program (https://www.floridaschoolleaders.org/fpls.aspx ) are
addressed in the Practicum. The letters reference the 10 Standards within the USFSM
Course Alignment Matrix: [NOTE: Hyperlink Matrix]
A – Instructional Leadership
B – Managing the Learning Environment
C – Learning, Accountability, and Assessment
D – Decision Making Strategies
E – Technology
F – Human Resource Development
G –Ethical Leadership
H – Vision
I – Community and Stakeholder Partnerships
J - Diversity
Questions on the three F.E.L.E. Subtests are based on 40 Competencies and 91 Skills
associated with the above 10 Florida Principal Leadership Standards
(http://www.fldoe.org/asp/fele/pdf/3rd-Ed-FELE-C&S.pdf ). The readings, activities, fieldbased Project and Professional Portfolio developed during the Practicum potentially
address all the Competencies and Skills. The numbers reference the Subtest,
Competency and Skill as outlined in the USFSM Course Crosswalk: [NOTE: Hyperlink
Crosswalk]



Subtest 1 - Instructional Leadership: Instructional Leadership; Managing the
Learning Environment; Learning, Accountability, and Assessment
1.1.1 through 1.17.2
Subtest 2 - Operational Leadership: Technology; Human Resource
Development; Ethical Leadership; Decision-Making Strategies
2.1.1 through 2.14.2
Subtest 3 - School Leadership: Community and Stakeholder Partnerships;
Diversity; Vision
3.1.1 through 3.9.1
In the Professional Portfolio of the USFSM Educational Leadership programs, students
demonstrate understandings and skills for 7 Domains that align with the above
Standards and Competencies. Satisfactorily demonstrating knowledge and skills through
the Portfolio is a requirement for the M.Ed. degree program and recommendation for FL
Principal Certification. Students are advised to retain papers, projects and presentations
from each course as they may be selected for inclusion as artifacts for each of the
Domains. The Portfolio Guidelines with descriptions of learner outcomes for each
Domain are posted on the COE Website:
http://www.sarasota.usf.edu/Academics/COE/forms/Portfolio_%20WEB%20Guidelines_
Revised_3-2011.pdf . [UPDATE WITH NEW VERSION]
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COURSE REQUIREMENTS

TaskStream: TaskStream is a web-based electronic portfolio required of all students in
the College of Education (COE) programs. It provides a way to submit documents, called
Critical Tasks to instructors for feedback and assessment. The COE uses these
assessments to evaluate candidate progress toward meeting standards set by the
Florida Department of Education, the faculty and professional organizations. Further,
the COE analyzes data from the assessments and uses the data for program planning in
order to ensure continuous improvement. Assignments designated as Critical Tasks
must be uploaded to your electronic portfolio on TaskStream and be rated with a
mean score of 3 or higher in order for you to pass the course. Remember, failure to
upload the Critical Task may result in a failing grade.
In this course the critical tasks are:
o Portfolio (three sections)
Essential Assignments: These are assignments that have been aligned with one or more
FLDOE curriculum requirements.
A. Practicum Project and Weekly Log
1. Project: Each student will complete a field-based administrative/leadership
project that contributes to the improvement of teaching and learning in a school.
The project can be completed alone with the supervision of an administrator or
can be completed by working directly with one or more administrators. Most
projects will be school based, but district level projects are allowed upon
instructor approval. This activity is intended to engage the Practicum student in
actual administrative practice in the school. The project could be something the
site-based administrator would like the Practicum student to do for him or her. It
could also include a series of shadowing opportunities to observe and assist a
site-based administrator in the performance of duties at the school site. The
Project should be focused on improvement of teaching and learning or on school
climate and should demonstrate skills in creating supportive learning
environments that engender positive effects on student learning. Appendix B lists
examples of field activities associated with the seven Leadership Program
Domains.
2. Supervising Administrator Agreement With Project Plan: Practicum students are
required to submit a Work Plan for their administrative projects. The work plan
must be developed in collaboration with the school or school district personnel to
whom the student will be responsible for project completion. The work plan
should include a set of goals, an estimated timeline for each goal's
accomplishment during the Practicum, an assessment or documentation
component that will serve as evidence of action completion for each goal, and a
map or directions to the school. Copies of the Plan should be submitted to the
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3.
4.
5.
6.
course instructor for approval by the second week of the Practicum semester.
A copy should also be retained by the school administrator with whom the
student will be working.
Practicum Weekly Activities Log: Practicum projects require a minimum of 125
clock hours of service over the semester. Hours per week should be
documented weekly in the record or “log.” A sample log page is included in the
EDA 6945 Administrative Practicum Handbook. As a part of the log, each student
must maintain a weekly reflection on the project. The reflection should include a
description of the activity and a reflection such as a personal reaction to the
activity, a critique of how the student and/or supervising administrator managed a
situation, a tie-in of a concept discussed in seminar or other courses, a personal
insight into leadership development, or an insight into how a situation or event
could be handled differently. Each student will submit the log by email
weekly. The log should be signed by the school administrator who is
supervising the Practicum student, scanned and submitted via email
weekly.
Meeting with Instructor: Students will arrange a meeting with the instructor at the
beginning of the semester in their school. The purpose of the meeting is to
provide individual guidance on the Practicum project as well as portfolio
development (see assignment below). A second purpose of the meeting is to
introduce the instructor to the supervising administrator. The student is
responsible for scheduling a field-site meeting between the supervising
administrator and the Practicum instructor. Other site visits can be scheduled as
needed.
Final Practicum Assessments: Both the supervising administrator and the student
will fill in the “Final Evaluation” form, discuss ratings with each other, and submit
both forms to the instructor. The instructor will use these assessments as one
factor in assigning the Practicum grade. The instructor may request a meeting
with the supervising administrator as needed.
Final Practicum Project Report: The final product (i.e., program/activity
description, report) should be turned in with the final assessments. This should
be submitted either electronically in a folder or in hard copy. The Practicum
Project Report will include:






Description of project work
Description of project leadership role(s)
Description of project results
Report of project evaluation
Key learnings and reflection – What did you learn about school leadership
from your Practicum project? How did you grow in your understanding of
theories, research, and concepts of school leadership (remember to use
proper APA style when citing the literature)? What did you learn about
creating supportive learning environments that engender positive effects on
student learning? What knowledge/skills will you need to develop further?
Supporting documents
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B. Professional Portfolio
1. Portfolio: Practicum students will compile a Professional Portfolio as the capstone
assessment for the educational leadership program. This Portfolio replaces the
comprehensive exam, and is organized around the performance domains identified
by the Educational Leadership program faculty. (see Portfolio Guidelines on
Blackboard)
2. Documentation: The Portfolio Guidelines specify what is to be included in the three
sections of the Portfolio. Over the program of studies, students have collected a
variety of written artifacts from courses and from practical applications (e.g., memos,
letters, manuals, data sheets, etc.) that provide evidence of important aspects of
school leadership. The student will select from this collection a limited number of
artifacts that provide the richest evidence of the work described for each of the 7
Domains in the Educational Leadership program. These artifacts should be the
harvest of learning experiences through the program of studies at USFSM and the
student’s school or school district. The documents/artifacts must be explained clearly
by a short description and reflections on how they demonstrate understandings and
skills related to the domains. The Educational Leadership faculty require APA style
for references that cite the literature in descriptions of understandings from the
coursework. The original course paper/project should be attached as originally
submitted to the instructor.
C. Seminar Sessions and Participation
Practicum students will attend 4-5 group seminar sessions and 1-2 individual
sessions. To assure that the Practicum is a meaningful and rich learning experience
for students, specific guidelines for activities and products have been outlined in the
syllabus. Ultimately, the responsibility for the learning experience lies with the
student, and that experience will be only as rewarding as a student is committed to
the course. Participation will be decided upon the following factors: full attendance,
timely completion of the course products, accountability for time spent on the
Practicum project, organization of site-based meetings, and preparedness for and
participation in class. Please note that the quality of a student’s work will be reflected
in the academic assessment of that course product, and late assignments will be
reflected in in the assessment of participation.
APA STYLE MANUAL
Educational Leadership faculty require students to use proper APA style when preparing
papers. The new 6th edition of the APA Style Manual (2009) is described on this
website: http://apastyle.org/ . There are several quick reference guides available
including this one that has been reprinted with the new requirements of the 6th edition
(even though the copyright date is still 2007):
Rossiter, J. (2007). APA Pocket Handbook: APA Rules for Format & Documentation.
DW Publishing Co. (may be purchased at the USFSM Bookstore or online:
http://usfsarasota.bncollege.com/webapp/wcs/stores/servlet/TBWizardView?catalogI
d=10001&storeId=15065&langId=-1 )
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COURSE ASSESSMENT
The extent to which learning activities have been conducted and documented; the extent
to which Program Standards have been met and documented; and the professionalism
exhibited throughout the field experience component of the program are factors
considered in grading. Final grades are determined as follows:
1. The Practicum Project will be assessed by the instructor along with the
administrative supervisor in discussion with the student. The instructor will assign a
rating following the Rubric (Appendix D). A student must earn a rating of at least 3 to
demonstrate satisfactory leadership skills on the Project.
2. The Professional Portfolio will be assessed by 2-3 Educational Leadership faculty
who will assign ratings on each Section and an overall rating following the Rubric
(Appendix C) The Portfolio must earn a rating of at least 3 in order to receive a grade
of Satisfactory in the Practicum and to earn the M.Ed. degree, complete the PostMaster’s program, or be recommended for FL Principal certification.
3. Participation will be assessed by the instructor.
4. The final course grade of Satisfactory or Unsatisfactory will be calculated according
to the following:
Practicum Project
Professional Portfolio
Participation
40%
40%
20%
5. Students who do not complete the Practicum satisfactorily will enroll for at least two
semester hours for each semester as necessary to change a grade from Incomplete
or Unsatisfactory to Satisfactory (with enrollment in at least 2 hours in the semester
of graduation). After three semesters of Unsatisfactory grade status, the grade will
remain a “U” and the student will have to retake the course.
SELF ASSESSMENT PROCESS
There are two separate self-assessment instruments. One is tied directly to the 7
Domains of Standards and Outcomes identified by the Educational Leadership
faculty. The second is the evaluation of the Practicum experience.
PRE-ASSESSMENT FOR PORTFOLIO DEVELOPMENT
Complete the Program Standards Pre-Assessment. Students will engage in preassessment of strengths, weaknesses, areas of particular interest and competence.
This process needs to occur before actually beginning the Practicum to identify key
areas of strength and deficiency. They will share these results with the Supervising
Administrator. Using these results as well as personal insights, the student and
Supervising Administrator will each think about the student’s capability in meeting
performance standards for educational leaders. The intent is to customize the
experience based on the student’s specific development needs. The goal should be
to gain broad experience while concentrating efforts on "filling gaps" in a more
focused way. Careful selection, based on the self-assessment, will permit the student
to build on existing strengths gained through previous experience and expand
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activity in areas where the student has little or no experience. It is assumed that all
students bring with them previous experience. Students are expected to work to
strengthen their qualifications for administrative positions. Students can also use
artifacts/evidence from the Practicum to strengthen the assessment portfolio.
Note: The Self-Assessment on 7 Domains is located in Appendix A.
SELF-ASSESSMENT OF PRACTICUM
Students will complete the Practicum Final Self-Assessment form and include it in
their Practicum project report. This completed form should also be used in the
closing meeting with the supervising administrator.
USFSM RESOURCES AND POLICIES
Academic Dishonesty: The University considers any form of plagiarism or cheating
on exams, projects, or papers to be unacceptable behavior. Please be sure to review
the University’s policy in USFSM Graduate Catalog:
http://www.sarasota.usf.edu/academics/catalogs/ (pp. 31-34).
All assignments represent the individual work of student unless designated
specifically by the instructor to be collaborative in nature. Punishment for academic
dishonesty will depend on the seriousness of the offense and may include receipt of
an “F” with a numerical value of zero on the item submitted, and the “F” shall be used
to determine the final course grade. It is the option of the instructor to assign the
student a grade of F or FF (the latter indicating dishonesty) in the course.
USF has an account with an automated plagiarism detection service which allows
instructors to submit student assignments to be checked for plagiarism. Program
faculty reserve the right (1) to request that assignments be submitted as electronic
files, and (2) submit assignments to SafeAssignment. Assignments are compared
with a huge database of journal articles, web articles, and previously submitted
papers. For more information, see http://www.sarasota.usf.edu/academics/catalogs/
(pp. 31-32) or http://www.cte.usf.edu/plagiarism/plag.html.
Academic Disruption: The University does not tolerate behavior that disrupts the
learning process. The policy for addressing academic disruption is included with
Academic Dishonesty in the catalog.
Contingency Plans: In the event of an emergency, it may be necessary for USFSM
to suspend normal operations. During this time, USFSM may opt to continue delivery
of instruction through methods that include but are not limited to: Blackboard,
Elluminate, Skype, and email messaging and/or an alternate schedule. It’s the
responsibility of the student to monitor the Blackboard site for each class for course
specific communication, and the main USFSM and College websites, emails, and
MoBull (http://www.mobull.usf.edu/ ) messages for important general information.
The USF hotline at 1 (800) 992-4231 is updated with pre-recorded information during
an emergency. See the Safety Preparedness Website for further information:
http://www.sarasota.usf.edu/facilities/SafetyPreparedness.php
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Disabilities Accommodation: Students are responsible for registering with the Office
of Students with Disabilities Services (SDS) in order to receive academic
accommodations. Reasonable notice must be given to the SDS office (typically 5
working days) for accommodations to be arranged. It is the student’s responsibility to
provide each instructor with a copy of the official Memo of Accommodation. Contact
Information: Pat Lakey, Coordinator, 941-359-4714; plakey@sar.usf.edu;
www.sarasota.usf.edu/Students/Disability/
Fire Alarm Instructions: At the beginning of each semester please note the
emergency exit maps posted in each classroom. These signs are marked with the
primary evacuation route (red) and secondary evacuation route (orange) in case the
building needs to be evacuated. See Emergency Evacuation Procedures:
http://www.sarasota.usf.edu/Facilities/documents/EAP_FAQ.pdf
Religious Observances: USFSM recognizes the right of students and faculty to
observe major religious holidays. Students who anticipate the necessity of being
absent from class for a major religious observance must provide notice of the date(s)
to the instructor, in writing, by the second week of classes.
Web Portal Information: Every USF student has a USF e-mail account. Students
receive official USF correspondence and Blackboard course information via that
address.
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RESOURCES
Cunningham, W. G. (2007). A handbook for educational leadership interns: A rite of
passage. Boston: Allyn & Bacon.
Educational Leadership Constituent Council Standards
http://www.npbea.org/ELCC/ELCCStandards%20_5-02.pdf
Examples and Guidelines for Electronic Portfolio Development
http://www.helenbarrett.com/
Management Methods, Models and Concepts (theoretical frameworks)
http://www.12manage.com/
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PRACTICUM GUIDELINES: TO THE PRACTICUM STUDENT
Some things for you to remember:

Supervising Administrators are busy. Use your initiative in becoming involved in
Practicum activities. Don't always wait until an administrator tells you what to do.

Be observant and investigative. As you see things happen in school with which
you are unfamiliar, ask questions.

Help out with administration. Volunteer.

Keep the Supervising Administrator(s) informed of your activities.

Schedule regular meetings with your Supervising Administrator.

Involve the Supervising Administrator(s) in discussion about educational
leadership, style, and educational values.

Read current literature; ask other administrators what they read.

Attend professional meetings and conventions. Many organizations have student
rates for membership and attendance.

Keep your Practicum Activities Log as a learning tool. Those learnings that are
reflected upon are more likely to be retained.

Collect forms, procedures, manuals, instructions, memos, etc. that could be
useful for your portfolio.

Ask questions. Encourage your Supervising Administrator(s) to explain what
they are doing and why. Just watching isn't enough. Also, ask for feedback on
your own performance.

Remember that the Practicum will probably be the most important part of your
administrative program. You may be able to pass by doing just an adequate job,
but the district is watching you! Students who do an outstanding job may be in
line for positions later on.
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PRACTICUM GUIDELINES: TO THE SUPERVISING ADMINISTRATOR
We appreciate your help with the Administrative Practicum. Without your
assistance, we would not have such a program. More important, without your
assistance, future school leaders would not be adequately prepared. We hope that the
Practicum experience will be mutually beneficial. Many supervising administrators enjoy
discussing their administrative style with an aspiring administrator; it gives them an
opportunity to reflect and consider their own behavior. The Practicum student will be a
worker for you, another willing pair of hands.
Part of what the student does will involve studying and observing. However, he/she also
needs to be actively involved. As he/she progresses through the Practicum, there
should be increasing opportunities for responsibility and decision-making. You will see
more rapid growth and usefulness to you in the Practicum student if you, or other
administrators in your building, will take the time early on to structure experiences for the
student -- for instance, telling them what to look for in a parent conference, allowing
them to observe, and debriefing the conference afterward. Through early, structured
experiences, the aspiring administrator rapidly learns about your procedures, judgment
and problem-solving strategies, and can then practice from this model in more
independent activities. Just because the Practicum student has long standing as a
teacher does not mean that he or she will automatically know what to do in an
administrative role. Assigning the Practicum student to supervise a student activity
without establishing some administrative guidelines can result in unpleasant
consequences.
At the beginning of the Practicum experience, you and the student will meet to identify
the activities in which he or she will be involved, and to make sure all parties understand
their roles and responsibilities. If at any time you wish to discuss the intern’s
performance with the professor, please call him/her at the number provided below. This
is especially important if you notice areas of concern with which the university supervisor
might be of assistance or if you would like additional supervision.
You will also be asked to give formative feedback to the Practicum student throughout
the Practicum experience. As activities are completed, you may be asked by the
Practicum student to verify completion. At the end of the Practicum, you will be asked by
the intern to complete an evaluation form and most interns also request a letter of
recommendation. This is more for their future marketing than for the “evaluation” of the
Practicum experience. In the spirit of assisting your intern with his/her professional
growth, please provide feedback in these and other areas to the student as well as the
university. Upon completion of the evaluation form at the end of the Practicum,
please mail a copy to the instructor. It is recommended that the final evaluation be
discussed with the Practicum student prior to sending it in. The student also fills
in the same form as a self-evaluation tool.
The address is:
[INSERT NAME], Instructor
College of Education
USF Sarasota/Manatee
8350 N. Tamiami Trail,
Sarasota, FL 34243
Revised 5/3/11
Due: October 30 -Fall Semester
March 30
-Spring Semester
June 30
-Summer Semester
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TIPS FOR THE SUPERVISING ADMINISTRATOR
To provide the best possible experience for the Practicum student, it is suggested
that you:

Meet with the Practicum student on a regular basis.

As the Practicum progresses, let the student take increasing responsibility.
Continually discuss and monitor progress in meeting the performance standards.

Discuss educational leadership with the student. Let him/her know what your
values are.

Give the Practicum student feedback. Acknowledge a good job, and discuss
areas for improvement.

Involve the Practicum student in more than routine administrative matters. Are
there things you would like to do but just do not have time to do? When possible,
encourage students to work with teams of people to solve problems. Examples
might be:
- Analyze achievement test results.
- Update (or write) a procedures manual.
- Evaluate a part of the school curriculum.
- Gather information on a new instructional method.
- Develop a handbook for substitute teachers.
- Analyze student attendance patterns.
- Publicize a school event.
- Work with a team of teachers to analyze a difficult situation and develop a
plan to improve it.
- Organize a team to plan an event or school project.
- Help to implement a new school program.
Revised 5/3/11
Page 16
STATEMENT OF ACCEPTANCE FOR PRACTICUM
BY SUPERVISING ADMINISTRATOR
By signing this form, you are agreeing to work with _____________________ (name) for
________ (Fall/Spring/Summer semester) of _____ (year) for the Administrative
Practicum experience. At least 125 hours of service are required for completion of the
Practicum. The student will submit for your approval the specific Practicum Project Plan
for this experience, which you will attach to this form.
I appreciate your continued support of the development of future school leaders. Please
contact me directly if you have questions or suggestions.
Sincerely,
[INSERT NAME AND CONTACT INFORMATION]
Field Supervisor:
Name (please print) ______________________________________
School/District___________________________________________
Position ________________________________________________
Signature _____________________________________ Date______________
Revised 5/3/11
Page 17
USF Sarasota-Manatee
EDA 6945 ADMINISTRATIVE PRACTICUM
PROJECT WORK PLAN
Name:
School: (complete address with zip code and attach map/directions)
Supervisor (s):
Complete for each Practicum activity:
1. Activity:
2. Goals:
3. Relationship to School Improvement Plan (Note: At least one activity
involves creating supportive learning environments that engender positive
effects on student learning):
4. Assessment/documentation of completion:
5. Estimated Hours:
6. Timeline:
If you will have different supervisors for each project, please indicate their names.
Revised 5/3/11
Page 18
EDA 6945 ADMINISTRATIVE PRACTICUM – WEEKLY LOG OF EXPERIENCES
Student Name: _____________________________
Day
Duration
Domain
Kind
(R, P, O)
Week of _______________
Describe Activity (attach documentation/product)
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday/
Sunday
Weekly Total Hours: __________
Total to Date: __________
Supervisor Signature/initials: __________
7 Domains: Vision, Achievement, Organization, Collaboration, Ethics, Legal/Social,
Technology
Type of Participation: Responsible for, Participated in, or Observed.
REFLECTION – Reflection should be emailed along with this sheet to the instructor.
Reflection for the week should include:
1.
2.
3.
4.
Identification of specific activities or collection of activities,
Analysis of why certain actions were taken or decisions made,
Assessment of how the event affected relationships and/or environment,
Positive and negative effects, and
5. What you learned from the experience.
Revised 5/3/11
Page 19
PRACTICUM FINAL EVALUATION BY SUPERVISING ADMINISTRATOR
University of South Florida Sarasota-Manatee
Student:_______________________________________Date:____________________
Please complete this confidential assessment, give the Practicum student a copy, and return
it to the University Instructor. Thank you!
Due: October 30 (Fall Semester), March 30 (Spring Semester), or June 30 (Summer Semester)
Using the following criteria, rate the student in each of the identified areas.
1 = Does Not Meet Expectations: The student is operating below average for successful school
leaders.
2 = Meets Expectations: The student is operating about average for successful school leaders.
3 = Exceeds Expectations: The student is operating above average for successful school leaders.
N = Not Observed
Demonstrates a potential to provide for a safe and effective learning environment
1
2
3
N
Demonstrates a potential to work collaboratively with members of the school
community to implement high standards of learning for all students
1
2
3
N
Demonstrates a potential to guide instruction and oversee the implementation of
curriculum
1
2
3
N
Demonstrates a potential to provide for staffing and professional development to
meet student learning needs
1
2
3
N
Demonstrates skills in creating a supportive learning environment that engenders
positive effects on student learning
1
2
3
N
Demonstrates a potential to coordinate services that support student
development and achievement
1
2
3
N
Demonstrates a potential to use assessment and evaluation information about
students, staff and the community when making decisions
1
2
3
N
Demonstrates a potential to communicate with diverse groups and individuals
with clarity and sensitivity
1
2
3
N
Demonstrates a potential to act in accordance with established laws, policies,
procedures and good business practices
1
2
3
N
Demonstrates a potential to understand the influence of social, cultural, political,
and economic forces on the educational environment
1
2
3
N
Demonstrates a potential to facilitate participation of parents and families as
partners in the education of children
1
2
3
N
Demonstrates the ability to act with integrity, fairness, and in an ethical manner
1
2
3
N
Overall: Demonstrates a potential to provide leadership to an educational
organization
1
2
3
N
Revised 5/3/11
Page 20
General comments about the Practicum student’s projects and performance:
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Your observations regarding this Practicum student’s ability to work with and lead
students and teachers to greater levels of achievement:
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Your recommendations regarding this student’s future leadership development activities:
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
I have known this student since __________________ and have observed his/her work
for approximately _______ hours during his/her Practicum at my school/organization.
Field Supervisor:
Name (please print) ______________________________________
School/District___________________________________________
Position ________________________________________________
Signature _____________________________________ Date______________
Revised 5/3/11
Page 21
PRACTICUM FINAL SELF-EVALUATION BY FUTURE ADMINISTRATOR
University of South Florida Sarasota-Manatee
Student: __________________________________________Date:____________________
Please complete this confidential assessment, give the supervising administrator a copy,
and return it to the University Instructor.
Using the following criteria rate yourself in each of the identified areas.
1 = Does Not Meet Expectations: The student is operating below average for successful school
leaders.
2 = Meets Expectations: The student is operating about average for successful school leaders.
3 = Exceeds Expectations: The student is operating above average for successful school leaders.
N = Not Observed
Demonstrates a potential to provide for a safe and effective learning environment
1
2
3
N
Demonstrates a potential to work collaboratively with members of the school
community to implement high standards of learning for all students
1
2
3
N
Demonstrates a potential to guide instruction and oversee the implementation of
curriculum
1
2
3
N
1
2
3
N
1
2
3
N
Demonstrates a potential to coordinate services that support student
development and achievement
1
2
3
N
Demonstrates a potential to use assessment and evaluation information about
students, staff and the community when making decisions
1
2
3
N
Demonstrates a potential to communicate with diverse groups and individuals
with clarity and sensitivity
1
2
3
N
Demonstrates a potential to act in accordance with established laws, policies,
procedures and good business practices
1
2
3
N
Demonstrates a potential to understand the influence of social, cultural, political,
and economic forces on the educational environment
1
2
3
N
Demonstrates a potential to facilitate participation of parents and families as
partners in the education of children
1
2
3
N
Demonstrates the ability to act with integrity, fairness, and in an ethical manner
1
2
3
N
Overall: Demonstrates a potential to provide leadership to an educational
organization
1
2
3
N
Demonstrates a potential to provide for staffing and professional development to
meet student learning needs
Demonstrates skills in creating a supportive learning environment that engenders
positive effects on student learning
Revised 5/3/11
Page 22
General comments about my projects and performance:
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Comment on your ability to work with and lead students and teachers to greater levels of
achievement:
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Where will you focus future leadership development activities:
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Name (please print) ______________________________________
Signature _____________________________________ Date______________
Revised 5/3/11
Page 23
Appendix A.
Domains for Self-Assessment
NAME: ________________________________


Please indicate to the left of each Domain how you assess your competence in that area:
Weak (w), Fair (f), Good (g), Excellent (e).
Competence in each of the 7 domains must be documented in the Professional Portfolio.
Self
Score
PROGRAM
DOMAIN 1:
VISIONARY
AND
STRATEGIC
LEADERSHIP
LEARNER
OUTCOME 1.
Demonstrate
knowledge, skills
and dispositions to
develop, articulate
and implement a
shared vision that
is supported by
the school
community.
LEARNER
OUTCOME 2.
Demonstrate
knowledge and
skills that align
instructional
objectives and
curricular goals
with the shared
vision of the
school.
Self
Score
PROGRAM
DOMAIN 2:
LEADERSHIP
FOR
STUDENT
PERFORMANCE
LEARNER
OUTCOME 1.
Demonstrate
potential ability to
develop positive
school culture
through contextappropriate
strategies that
reflect a shared
vision for a
diverse, interactive
learning
community.
LEARNER
OUTCOME 2.
Demonstrate the
theoretical
understandings
and practical
abilities to develop
and support
implementation of
curriculum and
assessment at the
classroom and
school levels.
LEARNER
OUTCOME 3.
Demonstrate the
ability to use
collaborative
processes,
technology tools,
data collection and
analysis
strategies, and
community
engagement to
promote
continuous
improvement of
teaching and
learning.
LEARNER
OUTCOME 4.
Demonstrate the
ability to design
and implement
professional
development for
continual
improvement of
teaching through
observation,
dialogue,
collaborative
reflection, and
systematic
feedback.
Self
Score
PROGRAM
DOMAIN 3:
ORGANIZATI
ONAL AND
RESOURCE
MANAGEMENT
LEARNER
OUTCOME 1.
Demonstrate the
theoretical
understandings
and practical
abilities to
facilitate, monitor,
and evaluate
organizational
development and
change in order to
optimize the
learning
environment for all
students.
LEARNER
OUTCOME 2.
Demonstrate the
theoretical
understandings
and practical
abilities to
enhance
organizational
capacity and
individual potential
through
professional
development,
supervision,
mentoring, and
personnel
management
processes.
LEARNER
OUTCOME 3.
Demonstrate the
appropriate and
efficient use of
resource and
facilities
management
practices to
maximally support
instructional and
curricular
improvement.
LEARNER
OUTCOME 4.
Demonstrate
abilities to apply
knowledge and
skills of fiscal,
personnel, and
organizational
management in
accordance with
state and local
policies and
procedures to
facilitate efficient
and effective
school operations.
Revised 5/3/11
LEARNER
OUTCOME 5.
Demonstrate the
ability to access,
review, and
critique local,
state, and
national policy
on curriculum
and assessment
systems.
Page 24
Self
Score
PROGRAM
DOMAIN 4:
COLLABORATIVE
LEADERSHIP
LEARNER
OUTCOME 1.
Demonstrate the
ability to access
and apply
research- and best
practice-based
information to
inform school
communities of
trends and issues
in education.
LEARNER
OUTCOME 2.
Demonstrate an
understanding of
communications
theory and
effective
collaborative
decision making
strategies.
Self
Score
PROGRAM
DOMAIN 5:
ETHICAL
LEADERSHIP
AND SOCIAL
JUSTICE
LEARNER
OUTCOME 1.
Promote the
success of all
students and
colleagues by
acting with
integrity, fairness,
and in an ethical
manner.
Self
Score
PROGRAM
DOMAIN 6:
LEGAL,
POLITICAL, &
SOCIOCULTURAL
INFLUENCES
ON
LEADERSHIP
Self
Score
PROGRAM
DOMAIN 7:
TECHNOLOGY
LEADERSHIP
LEARNER
OUTCOME 1.
Demonstrate
knowledge of
social, cultural,
historic, economic,
and political
factors
contributing to
community
identity, norms,
and values.
LEARNER
OUTCOME 1.
Basic
Technology
Skills
Demonstrate the
proper effective
use of technology
equipment (e.g.,
software, data
management
tools, electronic
communications,
Word programs
combined with
APA formatting).
LEARNER
OUTCOME 2.
Understand how
resources, values
and power are
allocated across
school
communities and
how to build the
capacity of groups
to advocate for
children’s
interests.
LEARNER
OUTCOME 2.
Analyze and
explain influences
of policy on
school-level
decision making.
Revised 5/3/11
LEARNER
OUTCOME 2.
Effective
Communication
Skills
Demonstrate
appropriate and
effective
interpersonal skills
(oral & written
communication)
using technology
as the source
(e.g., e-mail,
discussion boards,
Instant Messaging,
Chat, Fax, videoconference).
LEARNER
OUTCOME 3.
Demonstrate an
understanding of
public relations,
marketing and
outreach
strategies, and
media relations to
develop
partnerships with
families and
communities to
meet school goals.
LEARNER
OUTCOME 4.
Demonstrate the
ability to bring
together the
resources of
school, family, and
community to
positively affect
student learning.
LEARNER
OUTCOME 3.
Identify school
policies and
practices that
reflect linguistic,
cultural, race,
class, or gender
biases.
LEARNER
OUTCOME 4.
Understand and
apply knowledge
of educational law
and implications
for professional
practice.
LEARNER
OUTCOME 3.
Assessment &
Evaluation Skills
Demonstrate the
ability to effectively
reflect and
proactively
conduct selfassessment at
various intervals
(benchmarks) to
ascertain the
specific level of
technology skills to
help meet all
domain outcomes
(e.g.. technology,
communication,
ethics).
Page 25
Appendix B
Example Field Activities in Program Domains
Practicum field activities will vary widely among students but should be organized
around a plan that (1) is related to the administrative needs of the school setting, (2)
strengthens the leadership needs/experiences of the Practicum student, and (3)
demonstrates performance in the range of program domains.
Visionary & Strategic Leadership











Facilitate a team in reviewing the school's vision, mission and/or goals and analyzing the
school improvement plan for its alignment with the school’s vision, mission and/or goals.
Prepare a report for the School Advisory Council (SAC).
Facilitate a campus vision/mission walk to examine ways in which the school’s vision/
mission are articulated and communicated in the school and the school community.
Develop a plan for more effective articulation and communication.
Plan and implement a celebration of accomplishments that represent the realization of
the school’s vision, mission and/or goals.
Develop a regular communication venue for communicating the school’s progress toward
its vision, mission and/or goals.
Act as a team leader or committee chair on a project/committee aimed at accomplishing
a school improvement goal or objectives.
Participate in the school improvement plan development process and facilitate the use of
relevant demographic data and student learning assessment data to develop school
goals and objectives.
Assist in identifying needed resources to support the implementation of the school’s
vision, mission and/or goals.
Develop a plan for a retreat or staff development program focusing on the school’s vision,
mission and/or goals.
Plan and implement a parent/community orientation event to introduce parents of new
students and new community members to the school’s vision, mission and goals.
Review the school improvement plan and select in consultation with the principal or
assistant principal an area to evaluate. Facilitate or assist in data collection and analysis
to evaluate the effectiveness of the selected component of the plan. Prepare a report for
the principal or assistant principal describing your findings and suggesting ideas for
action.
Develop a plan to assist beginning teachers and to address retention, support, and
development of new teachers.
Leadership for Student Performance




With the principal or assistant principal, conduct a curriculum audit of one aspect of the
curriculum that is being addressed as an area of need in the school improvement plan.
With the principal or assistant principal, analyze student achievement data. Identify
possible barriers to student learning and actions that might be taken (e.g., curriculum
modification, instructional change) to address an area of need. Prepare a report for the
principal.
Plan, organize, and facilitate a professional development activity targeted to an area of
need in curriculum, instruction, and/or student performance improvement.
Assist the principal, assistant principal, or curriculum committee with development or
evaluation of some aspect of the instructional program.
Revised 5/3/11
Page 26








Observe IEP planning conference(s) or student assistance team meetings. Evaluate the
degree to which the conferences or meetings reflect the school’s vision, mission and
goals. Make recommendations for improvement of the conference/meeting processes
and products.
Work with the Title I Resource Teacher to review Title 1 or ESOL program goals and
objectives. Identify an area of need, research possible approaches to addressing the
need, and prepare a report for the Title I Resource Teacher.
Conduct a school climate survey and a study of discipline referrals to identify problems.
Prepare a report for the principal and SAC describing your findings and suggesting
possible ideas for action. If possible, participate with a staff committee to resolve an
identified problem.
Identify the current level and use of student support services and develop a plan to
evaluate their effectiveness.
Develop, plan, and organize a new student orientation program that introduces students
to school learning expectations, supports, and services.
Develop, plan, and organize graduation or a student assembly to celebrate student
accomplishments toward the realization of student learning and/or school climate goals.
Review the school schedule. Research school scheduling models. Identify alternatives to
the current school schedule that may address student performance and/or behavior
needs. Prepare a report for the principal and/or SAC.
Review co- and extracurricular programs for their relationship to the school’s vision,
mission and goals. Select a co- or extracurricular program to evaluate, develop an
evaluation plan for determining the effectiveness of the co- or extracurricular program in
helping the school realize its vision, mission and goals, and conduct the evaluation.
Organization and Resource Management
Reporting and Operations







Assist in preparing a report for a categorical program and develop a cost/benefit analysis
of one program component.
Work on a school accreditation committee.
Conduct a needs assessment as directed by the administration and write a summary of
findings.
Assist with revising a staff, parent or student handbook.
Assist with or prepare required school, district and/or state reports.
Maintain a daily log of an administrator's management activities and allocation of time for
one week. Write a summary of insights gained regarding the management work of a
school administrator.
Interview school records manager(s) regarding confidentiality and privacy of school
records. Research district and state guidelines on records management. Write a report
on your insights into the effectiveness of the school’s records management system
describing your findings and suggesting possible ideas for a improvement.
Fiscal Management




Assist with budget preparation, becoming familiar with federal, state and local funding
processes, and attend budget hearing or committee meetings. Prepare a report on the
ways in which budget decisions are made to support the attainment of the school’s vision,
mission and goals and considering ideas for improvement.
Organize or assist with a school fund raising project. Write a report on the project’s
effectiveness and recommendations for improvement.
Assist with writing a grant proposal.
Create and give a presentation explaining the school budgeting process to faculty, staff,
and community.
Revised 5/3/11
Page 27




Meet with the person responsible for the school budget. Write a summary of how he/she
does the budget.
Meet with the person who does the employee payroll at a school. Write a summary of
how/she does the payroll.
Assist with schedule preparation. Write a report on your insights into the ways in which
the school schedule is developed to support the school’s vision, mission and goals and
suggesting ideas for possible improvement.
Supervise lunchroom, student extracurricular activities, school bus, or other activities
beyond assigned responsibilities. Write a report of insights gained and recommendations
for improvement of activity supervision.
Human Resource Management








Interview union representatives to learn about their issues and concerns. Write a report
on the relationship of the issues/concerns identified to the vision, mission and goals of
the school along with possible suggestions for improvement.
Observe interviews with prospective teachers and staff, and/or review the teacher and
staff hiring process from the current school year. Analyze the relationship between the
interview questions and/or hiring process and the school’s vision, mission and goals.
Write a report on your insights into the ways in which the interviews and/or hiring process
support the attainment of the school’s vision, mission and goals along with possible
suggestions for improvement.
Participate and/or observe the procedures utilized to reach agreement with faculty-staff
on contracts for the following year. Write a report on your insights along with possible
suggestions for improvement.
Document number and type of grievances filed during a period of time. Analyze ways in
which issues identified in grievances may reveal barriers to the attainment of the school’s
vision, mission and goals.
Conduct with a supervising administrator performance-based teacher observations;
review observation findings with the administrator. Write a report on your insights
including suggestions for improvement.
Review and develop a job description for a non-teaching position(s) in the building to
align with the school’s vision, mission and goals.
Review staffing assignments and develop a plan for evaluating the effectiveness of staff
skills, abilities, and training.
Review and develop an orientation program for substitutes, volunteers, and classroom
assistants.
Facilities Management and Safety







Review the plan for management and use of school facilities. Assess ways in which the
plan supports the attainment of the school’s vision, mission and goals. Write a report of
your findings along with possible suggestions for improvement .
Study the inventory/control/ordering/ receiving process for supplies and materials. Make
recommendations for improvements.
Review and develop a system for distributing supplies, equipment, etc.
Assist, if needed, in identifying building repairs and/or possible safety hazards. Write a
report of your findings along with possible suggestions for improvement .
Study the utilization of space in relation to the school’s vision, mission and goals. Write a
report of your findings including possible suggestions for improvement.
Devise a plan for managing buildings, lunchroom, playground supervision.
Assist in reviewing or developing a crisis management plan. Write a report of your
insights and recommendations for improvement.
Revised 5/3/11
Page 28





Assist in reviewing a disaster preparedness plan or supervising disaster drill. Write a
report of your insights and recommendations for improvement.
Interview the head plant operator and/or the lunchroom manager. Ask them what advice
they would give a new administrator. Write a summary of their insights and implications
for school management.
Provide an in-service to staff on "strategic supervision” of classroom, playground; legal
requirements of "high risk" areas; and/or guidelines for field trips.
Conduct a study to determine if hazards exist in and around school that could result in
possible cases of negligence. Write a report of your findings including possible
suggestions for improvement.
Research characteristics of school environments that support student learning. Assess
the degree to which the school environment demonstrates the characteristics identified.
Prepare a report for the principal and SAC along with possible suggestions for
improvement .
Student Support Programs






Become acquainted with student athletic events and/or other activity funds. Analyze how
the funds contribute to the attainment of the school’s vision, mission and goals. Write a
report on your insights including possible suggestions for improvement.
Handle attendance and student discipline as assigned. Write a report on your insights
including possible suggestions for improvement.
Assist in reviewing, revising or developing procedures for school volunteers.
Prepare attendance, lunch & transportation reports. Write a report on your insights along
with possible suggestions for improvement.
Organize and facilitate a school governance, staff development or planning event.
Arrange, schedule, and implement a co-curricular program.
Collaborative Leadership






Identify the various publics that influence school level policy and decision making. Review
meeting minutes of the SAC or governance committee and analyze the degree to which
stakeholders from the various publics are involved in decision making. Write a report on
your findings including possible ideas for improving the process.
Attend School Advisory Council or governance committee meetings. Observe group
process, consensus building and conflict resolution behaviors. Discuss your insights with
the principal and SAC or governance committee chair. Research effective group process,
consensus building or conflict resolution behaviors and make recommendations to the
principal and SAC or governance committee chair for ways in which the SAC/governance
committee processes might be strengthened.
Attend School Advisory Council or governance committee meetings. Observe how
problems are identified, discussed and resolved. Discuss your insights with the principal
and SAC or governance committee chair. Research effective problem solving processes
and make recommendations to the principal and SAC or governance committee chair for
ways in which the SAC/governance committee problem solving processes might be
strengthened.
Facilitate a meeting and demonstrate effective group process, consensus building,
conflict resolution and problem solving skills. Get feedback from meeting participants and
write a report on your insights including how you would improve the process in the future.
Attend School Advisory Council or governance committee meetings. Review meeting
minutes to determine how responsibility for actions and follow-up on decisions is
distributed to maximize ownership and accountability. Write a report on your findings
along with ideas that could expand that ownership and accountability.
Plan and organize staff development on collaborative skills.
Revised 5/3/11
Page 29








Develop an assessment instrument for collecting student, parent, faculty, staff, and
community opinions.
Review or develop a community relations plan.
Review or develop a media relations plan.
Plan and execute a one-day retreat that includes business, civic, religious, medical, and
other community agencies to present a plan for integrated community services to benefit
children and youth in the school.
Create a community resource file for the school that can be used to build interagency
cooperation and serve as possible field trip sites.
Review the partnerships that the school has with area businesses, higher education
institutions and community agencies/groups. Analyze the ways in which these
partnerships support the school’s vision, mission and goals. Write a report on your
insights including possible steps for improvement.
Work with others to develop a special program such as a neighborhood or clean school
day.
Work with others to plan school activities in observance of public school week or another
special event.
Ethical Leadership and Social Justice









Review the Florida Professional Code of Ethics and review a school policy, rule and/or
regulation handbook. Analyze the degree to which the school policy, rule and/or
regulation handbook supports the Florida Professional Code of Ethics. Write a report of
your findings including possible suggestions for improvement.
Interview the principal and assistant principal and explore their perspectives on ethical
dilemmas that school leaders face. Write a report on your insights and implications for
school leadership.
Interview three teachers and explore their perspectives on ethical dilemmas that they see
in teacher and/or student behavior in the school. Write a report on your insights and
implications for school leadership.
Review student discipline records and analyze ethical issues underlying student
behaviors. Write a report on your insights and implications for school leadership.
Review grievances and analyze ethical issues underlying teacher/administrator
behaviors. Write a report on your insights and implications for school leadership.
With representatives from your school, identify strategies used to support the inclusion of
all children at your school. Describe the possible roles of an education leader to support
the inclusion of all children at your school. Write a report to describe strategies that you
as an education leader could use to support the inclusion of all children in your school.
Identify several potential social and community agencies as potential collaborators with
schools and students. Develop a community relations plan to work effectively with
community groups and professional organizations for the local school.
Visit a community agency such as a county mental health department, child protective
services, medical or dental service agency, or any others related to children services.
Conduct an interview with the agency representatives and a family that might benefit from
agency services in your own school. Develop a proposal for agency/school collaboration
and present to administration, faculty, or school advisory council.
Consider multiple perspectives in your school’s response to at-risk students of color and
their families by interviewing two individuals from a racial/ethnic group other than your
own, who also represent a culture you are NOT familiar. Compare and contrast the
responses and critically analyze the implications of any dissonance in the responses.
Based on your findings develop an action plan to ensure a “culture of empowerment”
within your school.
Revised 5/3/11
Page 30
Legal, Policy, Political and Socio-Cultural Contexts
Legal Context









Monitor board agendas on policy discussions/decisions and make reports to the site
administrator.
Monitor state and national legislation involving public education and make reports to the
site administrator.
Identify practices that should be included in a faculty handbook and other operational
procedures that reduce negligence, educational malpractice, and liability.
Outline school official responsibility in student searches (personal and property). Review
school procedures for conducting searches. Write a report identifying strengths and
weaknesses of the search procedures.
Compile a list of student rights in relation to speech, demonstrations, newspapers and
other forms of expression. Review the school student handbook. Write a report identifying
strengths and weaknesses of the handbook in communicating student rights and
responsibilities in relation to speech, demonstrations, newspapers and other forms of
expression.
Interview the principal and/or district legal counsel. Identify the most frequent legal issues
facing the school and/or district. Develop a report outlining potential reasons underlying
these issues, including recommendations to remedy the situations.
Work on some aspect related to federal program compliance.
Attend a legal hearing and report on it to the staff and/or administrator.
Evaluate a planned holiday program to determine if it meets legal requirements and
district policy guidelines.
Policy and Political Context




Monitor school board agendas on policy discussions/decisions and make reports to the
site administrator regarding the relation of the discussions/decisions to the school’s
vision, mission and goals.
Monitor state and national legislation involving public education and make reports to the
site administrator regarding the relation of the discussions/decisions to the school’s
vision, mission and goals.
Review/discuss with site administrator district policies on affirmative action, recruitment,
selection and dismissal of staff. Write a report on your insights and implications for school
leadership.
Monitor school board elections. Write a report on the policy agendas of candidates and
their relation to the school’s vision, mission and goals.
Socio-Cultural Context




Identify the communications system that the school uses to communicate with the school
community regarding trends, issues and potential changes in school operations.
Research effective school-community communications and analyze the school’s
communications system. Write a report of the strengths and weaknesses of the school’s
communication system and make recommendations for improvement.
Prepare a news release or feature article on some aspect of the school program that
deserves recognition. Ensure that your news release or feature article takes into account
communication and cultural sensitivity needs of the school community.
Identify venues used for school-home communications. Research effective school-home
communications. Write a report of the strengths and weaknesses of the school’s schoolhome communications and make recommendations for improvements.
Conduct home visit(s) to establish rapport with parents who may be reluctant to come to
school. Write a report on your insights and implications for school leadership.
Revised 5/3/11
Page 31




Review or develop the annual calendar or school-community events and activities. Write
a report on the ways in which the calendar or school-community events and activities
support the attainment of the school vision, mission and goals.
Evaluate one aspect of home-school-community relations and provide recommendations
for improvement.
Develop a public relations pamphlet or a product (e.g., publication, video) to articulate the
school vision, mission and goals and to highlight school accomplishments and needs.
Attend PTA meetings or parent group meetings. Analyze the relation of issues discussed
and decisions made to the school vision, mission and goals, Write a report on our
insights.
Technology Leadership











Review the use of technology in the current curriculum and instructional program. Identify
an area of need in student achievement. Research technology supports to enhance
student learning in the area of need. Prepare a report, including recommendations.
Review the use of technology in school management, including word processing, desktop
publishing, web publishing, management information systems, financial accounting
systems, document management systems, planning software, spreadsheets, school
calendar programs, scanning, test score analysis, presentation graphics, etc. Identify an
area in need of improvement. Research technology supports to enhance management
effectiveness in the area of need. Prepare a report, including recommendations.
Research characteristics of effective technology training. Evaluate the effectiveness of a
recent technology training program at the school or district, based on the characteristics
identified. Prepare a report, including recommendations for future technology training
planning.
Research and develop criteria for evaluation of educational software. Review a software
program currently used at the school and evaluate its effectiveness based on the criteria
developed. Prepare a report of strengths and limitations.
Research Internet and other technology resources for beginning teachers. Prepare a
technology resource guide for new teachers.
Observe a teacher(s) using technology in instruction and write an observation report(s).
Research effective use of instructional technology and provide feedback to the teacher(s)
based on your findings.
Review the school or district technology plan. Interview the school or district technology
coordinator regarding criteria used in determining hardware and software acquisition.
Participate in or observe school or district technology committee meetings. Write a report
on insights gained and implications for school leadership.
Develop a student/parent survey on the uses of technology in the home.
Review school or district network and acceptable use policies. Research legal issues
related to network and acceptable use. Evaluate the school or district policies in light of
the legal issues identified and make recommendations for improving existing school or
district policies.
Review school or district hardware security measures. Identify strengths and weaknesses
and make recommendations for improvement of security.
Become aware of instructional and administrative technological training opportunities
through the school, district or professional organizations. Write a technology professional
development plan addressing your technology training needs.
Revised 5/3/11
Page 32
Appendix C
Program Portfolio Checklist and Evaluation Rubric
Student Name: ______________________
Semester: _____________
Section 1 – Professional Profile
_____Introduction to the Portfolio
_____Current Resumé
_____Program of Study
_____Professional Goals
_____Statement of Ethics
_____Leadership Framework
Section II - Demonstration of Understanding of the Knowledge Base in
Educational Leadership







Visionary and Strategic Leadership
 ____ Explanation of domain and how domain is enacted in professional practice


_____ Two documentary artifacts (one academic, one practice)
_____ Reflection covering all artifacts
Leadership for Student Performance
 ____ Explanation of domain and how domain is enacted in professional practice


_____ Two documentary artifacts (one academic, one practice)
_____ Reflection covering all artifacts
Organizational and Resource Management
 ____ Explanation of domain and how domain is enacted in professional practice


_____ Two documentary artifacts (one academic, one practice)
_____ Reflection covering all artifacts
Collaborative Leadership
 ____ Explanation of domain and how domain is enacted in professional practice


_____ Two documentary artifacts (one academic, one practice)
_____ Reflection covering all artifacts
Ethical Leadership and Social Justice
 ____ Explanation of domain and how domain is enacted in professional practice


_____ Two documentary artifacts (one academic, one practice)
_____ Reflection covering all artifacts
Legal, Policy, Political, and Socio-cultural Contexts of Leadership
 ____ Explanation of domain and how domain is enacted in professional practice


_____ Two documentary artifacts (one academic, one practice)
_____ Reflection covering all artifacts
Technology Leadership
 ____ Explanation of domain and how domain is enacted in professional practice


_____ Two documentary artifacts (one academic, one practice)
_____ Reflection covering all artifacts
Revised 5/3/11
Page 33
Section III – Synthesis of Theory, Research, and Professional Practice
_____ Visual conceptual model of leadership
_____ Personal interpretation and analysis of leadership
_____ Self-assessment of leadership strengths and limitations
_____ Professional growth plan
Program Portfolio Evaluation
Section I – Professional Profile
Rating
1 –Unacceptable
2 – Marginal
 No
professional
goals
 No statement
of ethics
 No vision of
good school
 No vision of
school
leadership
 No personal
principles/valu
es about
leadership
 No personal
commitments
to leadership
actions
 Vague, unclear
or missing
short or long
term career
goals
 Vague, unclear
beliefs about
ethical
conduct,
disconnected
from
leadership
responsibilities
to school
community
 Vague, unclear
vision of a
good school
and school
leadership
 Vague, unclear
principles/valu
es or
commitments
to leadership
actions
Revised 5/3/11
3 – Meets
standard
 Clear but
general short &
long term
career goals
 Clear but
general
personal
beliefs about
exemplary
professional
conduct,
identifying
leadership
responsibilities
to school
community
 Clear but
general vision
of a good
school &
school
leadership
 Clear but
general
personal
principles/valu
es &
commitments
to leadership
actions
4 – Advanced
5- Exceptional
 Clear, specific
short & long
term career
goals
 Well stated,
specific
personal
beliefs about
exemplary
professional
conduct,
clearly
identifying
leadership
responsibilities
to school
community
 Well stated,
specific vision
of a good
school &
school
leadership
 Well stated,
specific
personal
principles/
values &
commitments
to leadership
actions
 Clear, specific
short & long
term career
leadership
goals
 Well stated,
specific &
compelling
personal
beliefs about
exemplary
professional
conduct,
clearly
identifying
leadership
responsibilities
to school
community
 Well stated,
specific &
compelling
vision of a
good school &
school
leadership
 Well stated,
specific &
compelling
personal
principles/
values &
commitments
to leadership
actions
Page 34
Section II – Demonstration of Understanding of the Knowledge Base in
Educational Leadership (each domain is scored separately)
Rating
1 -Unacceptable
2 – Marginal
 Missing
descriptions of
domains; no
use of theory,
research &
current
literature or
missing
citations for
sources
 Missing
examples of
how domains
are enacted in
practice
 Missing
description of
artifacts or
relationship of
artifacts to
student’s
leadership
framework,
leadership
actions &
growth as a
leader
 Missing
artifacts
 Vague,
unclear
descriptions of
the domains;
little use of
theory,
research &
current
literature or
poor use of
APA style
 Vague or
inconsistent
examples of
how domains
are enacted in
practice
 Vague
description of
artifacts &
inconsistent
description of
relationship of
artifacts to
student’s
leadership
framework,
leadership
actions &
growth as a
leader
 Artifacts from
course work
or practice do
not fit domain,
or too many
artifacts
without careful
selection
Revised 5/3/11
3 – Meets
standard
 Clear but
general
descriptions of
the domains,
using theory,
research &
current
literature with
good APA
style
 Clear but
general
examples of
how domains
are enacted in
practice
 Clear
description of
artifacts &
their
relationship to
student’s
leadership
framework,
leadership
actions &
growth as a
leader
 Good
selection of
artifacts from
course work &
practice that
relate to
domains
4 - Advanced
5- Exceptional
 Clear,
specific,
descriptions
of the
domains,
using theory,
research &
current
literature
following
proper APA
style in
artifacts
 Clear,
specific,
examples of
how domains
are enacted
in practice
 Clear, well
articulated
description of
artifacts &
their
relationship
to student’s
leadership
framework,
leadership
actions &
growth as a
leader
 Wellbalanced
selection of
artifacts from
course work
& practice
 Clear, specific,
well articulated
descriptions of
the domains,
using theory,
research &
current
literature
following
proper APA
style in
artifacts
 Clear, specific,
well articulated
examples of
how domains
are enacted in
practice
 Clear, well
articulated
description of
artifacts & their
relationship to
student’s
leadership
framework,
leadership
actions &
outstanding
growth as a
leader
 Exceptional
selection of
artifacts from
course work &
practice
Page 35
Section III – Synthesis of Theory, Research, and Professional Practice
Rating
1Unacceptable
 No
conceptual
model based
on program
domains
 No reflection
on the effect
of the
student’s
program of
study,
practicum &
professional
experiences
on his/her
understanding of the
responsibilities of school
leadership
 No
exploration of
the student’s
strengths &
limitations as
a potential
school leader
 No
professional
growth plan
Revised 5/3/11
2 – Marginal
 Conceptual
model
missing some
domains, or
explanation
does not
clarify
interaction
among
domains
 Cursory
reflection on
the effect of
the student’s
program of
study,
practicum &
professional
experiences
on his/her
understanding of the
responsibilities of school
leadership
 Cursory
exploration of
the student’s
strengths &
limitations as
a potential
school
leader,
sometimes
disconnected
from the
leadership
framework
 Vague or
cursory
description of
the student’s
professional
development
in general
3 – Meets
standard
 Conceptual
model is
generally
illustrates fit
among
domains
 Generally
thoughtful
reflection on
the effect of
student’s
program of
study,
practicum &
professional
experiences
on his/her
understanding
of the
responsibilities of school
leadership
 Generally
thoughtful,
candid
exploration of
the student’s
strengths &
limitations as a
potential
school leader
in relation to
the leadership
framework
 General
description of
the steps the
student will
take to
enhance
his/her
knowledge &
skills to
improve
his/her
practice of
school
leadership in
relation to selfassessment
4 - Advanced
5- Exceptional
 Conceptual
model clearly
illustrates
relationship
among
program
domains
 Thorough,
thoughtful
reflection on
the effect of
student’s
program of
study,
practicum &
professional
experiences
on his/her
understanding
of the
responsibilities of school
leadership
 Thoughtful,
candid
exploration of
the student’s
strengths &
limitations as a
potential
school leader
in relation to
the leadership
framework
 Clear,
description of
the steps the
student will
take to
enhance
his/her
knowledge &
skills to
improve
his/her
practice of
school
leadership in
relation to selfassessment
 Conceptual
model
exceptionally
illustrates
relationship
among program
domains
 Thorough,
perceptive
reflection on the
effect of
student’s
program of
study, practicum
& professional
experiences on
his/her
understanding
of the
responsibilities
of school
leadership
 Insightful,
candid
exploration of
the student’s
strengths &
limitations as a
potential school
leader in
relation to the
leadership
framework
 Clear, specific
description of
the steps the
student will take
to enhance
his/her
knowledge &
skills to improve
his/her practice
of school
leadership in
relation to selfassessment
Page 36
Appendix D
Practicum Project Checklist and Evaluation Rubric
_____Title Page
_____ Supervising Administrator/ Mentor Practicum Agreement
_____ Practicum Project Plan
_____ Weekly Logs of Field Activities, Reflections, and Supporting Documents
_____ Practicum Project Report and Supporting Documents or Artifacts
_____ Leadership Domains for Self-Assessment (Beginning and End)
_____ Practicum Final Evaluation by Student
_____ Practicum Final Evaluation by Supervising Administrator/Mentor
Field Activity Logs, Reflections, and Supporting Documents
Rat
-ing
1 - Unacceptable
 Logs reflect less





than 125
practicum hours
Activities cluster
in several areas
with three or
more domains
not represented
Not all required
assigned
activities
completed
Unclear, cursory
or missing
documentation
for some
activities
Brief, cursory or
missing
reflections with
inconsistent
analysis or
critique of self,
experiences and
key learning
Consistent
grammar,
spelling,
punctuation or
word processing
errors
Revised 5/3/11
2 – Marginal
 Logs reflect less





than 125
practicum hours
Activities
generally cluster
in several areas
with one or two
domains not
represented
Not all required
assigned
activities
completed
Unclear or
cursory
documentation
for some
activities
Brief, cursory
reflections with
little analysis or
critique of self,
experiences and
key learning
Consistent
grammar, spelling
or punctuation
errors
3 – Meets standard
 Logs reflect 125





practicum hours
Activities
generally well
distributed across
all program
domains but
cluster in one or
two areas
All required
assigned
activities
completed
Clear, convincing
documentation
for all activities
Thoughtful but
general
reflections
exhibiting some
superficial or safe
analysis and
critique of self,
experiences and
key learning
Generally well
written, with
some grammar,
spelling or
punctuation
errors
4- Advanced
5- Exceptional
 Logs reflect 125+
 Logs exceed 125





practicum hours
Activities well
distributed across
all program
domains
All required and
additionally
assigned
activities
completed
Clear, convincing
documentation
for all activities
Thoughtful
reflections
exhibiting
consistent,
candid analysis
and critique of
self, experiences
and key learning
Consistently well
written, with rare
grammar, spelling
or punctuation
errors
practicum hours
 Activities well




distributed across
all program
domains
All required and
additionally
assigned
activities
completed with
evidence of
exceptional
initiative
Clear, convincing
documentation
for all activities
Thoughtful,
specific
reflections
exhibiting
consistent,
candid analysis
and critique of
self, experiences
and key learning
Exceptionally well
written, with no or
rare grammar,
spelling or
punctuation
errors
Page 37
Practicum Project Report and Supporting Documents
Rat
-ing
1 - Unacceptable
 No leadership






role evident;
student plays a
participant or
follower role
Field site, project
work, leadership
role(s) or project
results not
described
Project not linked
to improvement
of teaching and
learning at the
site
Unclear, cursory
or missing
documentation
for some
activities
Brief, cursory or
missing
reflections with
inconsistent
analysis or
critique of self,
experiences and
key learning
No connections
made to
concepts,
theories and
research in
educational
leadership
Consistent
grammar,
spelling,
punctuation or
word processing
errors
2 – Marginal
 Leadership role






focuses on
demonstration of
a few program
domains
Field site, project
work, leadership
role(s) and
project results
described
superficially
Project not clearly
linked to
improvement of
teaching and
learning at the
site
Unclear or
cursory
documentation
for some
activities
Brief, cursory
reflections with
little analysis or
critique of self,
experiences and
key learning
Few connections
made to
concepts,
theories and
research in
educational
leadership
Consistent
grammar, spelling
or punctuation
errors
3 – Meets standard
 Leadership role
 Leadership role
enables
demonstration of
most program
domains
 Field site,
project work,
leadership
role(s) and
project results
described
generally but
details are
inconsistently
provided
 Project
demonstrates
potential for
improvement of
teaching and
learning at the
site
 Clear, convincing
documentation
for all project
activities and
results
 Thoughtful but
general
reflections
exhibiting some
superficial or safe
analysis of self,
experiences and
key learning
 Some
connections
made to
concepts,
theories and
research in
educational
leadership but
tendency to
repeat same
references

Revised 5/3/11
4- Advanced
Generally well
written with some
grammar, spelling
or punctuation
errors
5- Exceptional
 Leadership role
enables
demonstration of
performance
across all
program domains
 Field site,
project work,
leadership
role(s) and
project results
described in
detail
 Project




demonstrates
clear and
convincing
evidence of
improvement of
teaching and
learning at the
site
Clear, convincing
documentation
for all project
activities and
results
Thoughtful
reflections
exhibiting
consistent,
candid analysis of
self, experiences
and key learning
Multiple
connections
made to
concepts,
theories and
research in
educational
leadership using
multiple
references
Well written, with
rare grammar,
spelling or
punctuation
errors
extensive,
excellent
demonstration of
performance
across all
program domains
 Field site,
project work,
leadership
role(s) and
project results
described in
detail
 Project




demonstrates
exceptional
evidence of
improvement of
teaching and
learning at the
site
Clear, convincing
thorough
documentation
for all project
activities and
results
Thoughtful,
specific
reflections
exhibiting
consistent,
candid analysis of
self, experiences
and key learning
Multiple
connections
made to
concepts,
theories and
research in
educational
leadership using
multiple
references
Exceptionally well
written, with no or
rare grammar,
spelling or
punctuation
errors
Page 38