Field Experience Handbook:
Clemson University District Level Educational Leadership Internships (Initial and Final)
Revised August 2016
EDL 8500/8510- Superintendent Field Experiences
Prepared by Faculty Members in the Department of Educational and Organizational Leadership & Development
Fall 2016
1
Field Experience Handbook:
District Level Internships (Initial and Final)
EDL 850/851- Superintendent Field Experiences
Purpose:
This handbook provides a description of the two 3-hour field experience district level internships required of students seeking recommendation for superintendent certification in South Carolina. This handbook is a guide for faculty who facilitate the internship, for students who plan and demonstrate evidence of their learning, and for site supervising superintendents or their designees who mentor students and assist in evaluating students’ internship performances.
Table of Contents
Clemson University District Level Educational Leadership Internships (Initial and Final) Handbook………………………………………………………………………………………..…….2
Syllabus………………………………………………………………………………………..………5
2011 District ELCC Standards……………………………………………………………..…11; 16
Accceptable Candidate Performance for ELCC District Level Leadership Standards 1-7……15
Course Grading and Assessments/Evaluations……………………………………………………29
EDL 850 Initial Internship: Expectations and Assignments/Assignments, Artifacts, Logs, and Reflections…………………………………………………………………………………………..30
District ELCC Standard # 3 Required Assignment for Clemson EDL 8500…………………..31
Required Assignment Rubric………………………………………………………………………34
District Level ELCC Comprehensive Case Study Assignment…………………………………..41
District Comprehensive Case Study Assignment Rubric………………………………………..51
Initial Internship Case Study………………………………………………………………………64
EDL 851 Final Internship: Expectations and Assignments/Assignments, Artifacts, Logs, and Reflections…………………………………………………………………………………………..65
District ELCC Standards # 4 and 6 Assignment and Required Assessment # 4……………..66
District ELCC Required Standard # 4 and 6 Assignment Rubric……………………………...72
EDL 851 Final Internship Required District Level ELCC Comprehensive Case Study Assessment………………………………………………………………………………………….82
EDL 851 Final Internship Required District Level ELCC Comprehensive Case Study Assignment………………………………………………………………………………………….83
ELCC Case Study Assessment Rubric - Final Internship……………………………………….85
ELCC Comprehensive Case Study Assignment Rubric - Final Internship…………………….93
Final Internship Case Study……………………………………………………………………..107
Action Plan Rubric………………………………………………………………………………..109
EDL 850/851 District Level Internship Electronic Log of Activities for Individual Log Entries……………………………………………………………………………………………...112
EDL 850/851 District Level Internship Overall ELCC Standard Reflection Rubric………….113
EDL 850/851 District Level Artifacts Assignment Rubric……………………………………..115
Other Course Policies………………………………………………………………………………118
Addendum Documents:…………………………………………………………………………….123
TEMPLATE for Initial Intern Information for Instructor…………………………………………124
Template for Internship Contract………………………………………………………………….125
MOU………………………………………………………………………………………………….129
Superintendent Internship Faculty/Mentor Site Visit Feedback Guide………………………..131
FINAL Mentor Feedback/Scoring Guide Instructions……………………………………………134
EDL 850/851 District Level Internship Learning Log Templates by Standard and by Element (for individual activity reporting)………………………………………………………………….140
Overall Standard Reflection Templates and Rubric……………………………………………..215
FINAL End of Internship Student Reflection Form……………………………………………..241
Superintendent Field Experiences/Internship Syllabus
EDL 8500/8510
Fall 2016
(3 credit hours per internship)
NOTE: This revised syllabus is subject to change/improvement as needed. The most current version will be posted in Blackboard as well as e-mailed to you.
Instructor InformationName: Beth P. Reynolds, Ph.D., Lecturer
Contact Information:
Introduction/Brief Bio: Will Be Available on Blackboard
Office: Clemson University: Tillman 408F; Greenville UC (in Clemson Suite: Shared Office F):
Office Hours: By appointment
*Email is usually the best way to contact me. I will do my best to respond to all emails within 48 hours, except during weekends and university breaks. Please include “EDL8500/8510” in the subject line. All of my emails will be sent to students’ Clemson University email addresses. If you need to call me, my mobile phone number is (770) 262-8131.
Course Information
Class Dates & Times: Tuesdays 5:00 to 7:45 PM
Class Location: Tillman Room 420
Introduction to Course
These courses are field-based internships for students seeking a recommendation for superintendent/district level leadership certification in South Carolina. Students complete both an initial and a final internship during the certification program, supervised by a Clemson assigned instructor. It is recommended that students schedule the two semester long internships back to back in order to be able to experience the full continuum of district leadership responsibilities in an academic year.
In each internship (initial and final), the student will provide evidence of a minimum of 100 hours of district level leadership work aligned with the 6 ELCC District Level Standards. As a result, over the two internships, the student will accrue at least 200 hours of district-based experience in observing, participating in, or leading field based leadership work with a district level assigned mentor- preferably the student’s superintendent or designee. This mentor’s role is to model, guide, and support the intern, providing opportunities for authentic experiences as well as providing descriptive feedback throughout the experience.
Required Text/Materials:
The course materials include a handbook for the interns as well as current events and articles/books recommended or supplied by the instructor.
Observation Visits:
On-site observations by the practicum coordinator will occur for the purpose of observing job performance of the candidate while leading agreed upon activities in the ELCC standards for the internship. Typically a minimum of 2-3 observations will occur during each internship experience.
Portfolio:
The candidate in collaboration with the instructor and the mentor is expected to develop a comprehensive action plan for agreed upon activities for the internship that includes both required activities and elected activities for the ELCC standards for focus during the internship. Once the initial contract has been signed with the instructor, the mentor, and the candidate, the candidate is expected to maintain a comprehensive log of activities (and an electronic format is provided for this log that must be submitted at intervals requested and at the end of the internship along with requested artifacts.) Artifacts will include a) a written interpretation of each of the ELCC District Standards that are the focus for the internship, b) multiple artifacts as supporting evidence of meeting each standard, and c) the student’s reflection by standard in terms of what was learned about the district and impacting student achievement and organizational effectiveness; what was learned about the role of a district leader in this arena; and what was learned about yourself in terms of where your professional growth needs as a result of your experiences in this standard. Students are encouraged to maintain a collection of carefully selected examples that represent the student’s work related to the standards- work requirements that are agreed upon up front by the student and the instructor and the mentor.
Mentor/Site Supervisor:
The district level mentor is the site supervisor for the practicum. This person provides regular learning and discussion activities with the practicum student throughout the semester. The district mentor serves as the official mentor; however, the students have been encouraged to seek opportunities to work in collaboration with other district level leaders when activities/projects are within their areas of responsibility/expertise.
Practicum Coordinator:
The professor/ Clemson faculty member coordinates the practicum for the students and maintains contact with the site supervisor/mentor throughout the internship and specifically through several contacts during each semester.
Rationale:
The importance of clearly defining what successful learning or performance looks like has become increasingly evident during the past decade. Without a doubt, the better one understands what excellence looks like, the greater one’s chances are for achieving – or surpassing - that standard.
Contrary to some opinion that district leadership has no relationship to student achievement or is an impediment to student achievement, Marzano and Walters (2009) in District Leadership That Works: Striking the Right Balance reported the findings of an extensive meta analyses that investigated two questions: a) What is the strength of relationship between district level administrative action and average student achievement? B) What are the specific district leadership behaviors that are associated with student achievement? Their findings suggest that district leadership has a measurable effect on student achievement and identified 5 specific district level responsibilities that mattered:
· Ensuring collaborative goal setting
· Establishing non negotiable goals for achievement and instruction
· Creating Board alignment with and support of district goals
· Monitoring achievement and instructional goals
· Allocating resources to support the goals for achievement and instruction.
Ensuring effective district leadership begins with the following questions:
o What do our P-12 students need to know, understand, and do?
o What do our teachers and related staff need to know, understand, and do to increase student learning?
o What do our school building leaders need to know, understand, and do to support teachers and building-level personnel to increase student learning?
o What do our district leaders need to know, understand, and do to support teachers and building-level personnel increase student learning, improve organizational effectiveness, and build leadership capacity that is sustainable?
Effective use of district leadership standards requires multiple, high integrated and highly interdependent variables and assessments. The foundation of accountability is educators’ understanding of the learning standards and a deep understanding of what mastery looks like. The potential value of analyzing and disaggregating student performance data is only as good as one’s understanding of the learning that data represents. Furthermore, while we yearn to assume alignment among standards, assessment and instruction – in addition to policy, programs and courses - its tremendous importance and potential impact demand ongoing attention. District leadership standards are no exception.
District ELCC Standards
Assumptions The following assumptions are embedded within the ELCC district-level leadership preparation standards (NBPEA, 2011, pp. 5-6):
1. Improving student achievement is the central responsibility of district leadership.
2. The standards represent the fundamental knowledge, skills and practices intrinsic to district leadership that improves student learning.
3. The overall leadership standards conceptually apply to a range of common, district leadership positions. They are intended to define what a district-level administrator should know and be able to do. While specific content and application details will vary depending upon the leadership role, the fundamental, enduring tenets are the same.
4. While there is a purposeful emphasis on leading student learning, an understanding and acceptance of district leaders’ responsibility for managing the “business” of the district is also embedded.
5. The practice of district leadership is well established as its own research-based body of knowledge.
6. The preparation of district leaders requires overt connections and bridging experiences between research and practice.
7. The preparation of district leaders requires comprehensive, practice in and feedback from the field over an extended period of time in powerful clinical learning experiences.
8. District leadership preparation programs must provide ongoing experiences for candidates to examine, refine and strengthen the ethical platform that guides their decisions – especially during difficult times.
9. While district leadership programs are ultimately an institutional responsibility, the strength of the design, delivery and effectiveness of these programs will parallel the degree to which higher education invites P-12 participation and feedback.
10. Performance-based measures are most effective in evaluating student outcomes.
Implementation
Improving K-12 student achievement depends on the successful and simultaneous orchestration of multiple, yet individual, variables within the context of an overall district. Given the interdependency between the execution of specific district leadership skills and the overall educational environment, universities are expected to provide candidates with district experiences that connect, embed and transcend explicit leadership skills within the context of a meaningful whole.
Candidates need multiple bridging experiences between course content and the school district. While life in a university is compartmentalized for the convenience of instruction, life as a district leader requires the use of specialized skills within the context of often ambiguous, demanding, and interconnected events. Relentless connections to, and emphasis on, real or simulated district experiences in regard to resources, methods and assessments will greatly facilitate graduate’s ultimate success as a district leader.
Preparation programs must include three dimensions:
1. Awareness – acquiring concepts, information, definitions and procedures
2. Understanding – interpreting, integrating and using knowledge and skills
3. Application – apply knowledge and skills to new or specific opportunities or problems.
Internships should include opportunities for the intern to do all of the following in activities across the seven standards:
1. Observe
2. Participate
3. Lead
The overall program should represent a synthesis of key content and high impact field-based experiences extended over time that result in the district level candidates’ demonstration of the professional knowledge, skills, and dispositions articulated in the ELCC district standards, and, most importantly, candidates’ success in improving student achievement within a district environment following graduation.
2011 ELCC District Level Standards
(Note: See Acceptable Candidate Performance rubrics for each standard and element that follow after standards listing)
ELCC STANDARD 1.0: A district-level education leader applies knowledge that promotes the success of every student by facilitating the development, articulation, implementation, and stewardship of a shared district vision of learning through the collection and use of data to identify district goals, assess organizational effectiveness, and implement district plans to achieve district goals; promotion of continual and sustainable district improvement; and evaluation of district progress and revision of district plans supported by district stakeholders.
ELEMENTS:
· ELCC 1.1: Candidates understand and can collaboratively develop, articulate, implement, and steward a shared district vision of learning for a school district.
· ELCC 1.2: Candidates understand and can collect and use data to identify district goals, assess organizational effectiveness, and implement district plans to achieve district goals.
· ELCC 1.3: Candidates understand and can promote continual and sustainable district improvement.
· ELCC 1.4: Candidates understand and can evaluate district progress and revise district plans supported by district stakeholders.
ELCC STANDARD 2.0: A district-level education leader applies knowledge that promotes the success of every student by sustaining a district culture conducive to collaboration, trust, and a personalized learning environment with high expectations for students; creating and evaluating a comprehensive, rigorous, and coherent curricular and instructional district program; developing and supervising the instructional and leadership capacity across the district; and promoting the most effective and appropriate technologies to support teaching and learning within the district.
ELEMENTS:
· ELCC 2.1: Candidates understand and can advocate, nurture, and sustain a district culture and instructional program conducive to student learning through collaboration, trust, and a personalized learning environment with high expectations for students.