Program: Johns Hopkins University Graduate Certificate in Administration and Supervision

Course: Internship in Administration and Supervision

Internship Reflection Paper and Final Activity Log
Assignment Directions and Scoring

Due: Benchmark #5

This assignment is worth: 200 points

Assignment Overview

The Internship in School Administration and Supervision is a comprehensive examination of each student’s ability to engage in essential leadership activities for the promotion of student learning, aligned with the national accreditation process.

This final assignment is not a description of your internship. Rather it is a reflection on your entire internship experience that you have documented in your activity logs (each ELCC Area of Competence and NETS-A Indicator has a section for a reflection). You will write a final paper that will include in narrative format, a reflection of your experience in observing or leading activities, and how the experiences helped you to grow as a leader.

Assignment Guidelines and Directions

Be sure to fully review the Scoring and Rubrics before submitting your final assignment.

Part I: Final Activity Log

You must complete at least 200 hours of field-based activities to successfully meet Internship requirements. At least 150 hours should include performance-based activities, and a maximum of 50 hours should include observation activities. Also, you must complete at least one performance hour for each standard.

Types of Activities / Number of Hours
Performance / Minimum of 150
Observational / Maximum of 50
Total Required / 200

Directions

Please use the same template that you used for your initial action plan and activity log you completed at Benchmark #3.

Complete your activity log and reflections for at least 200 hours of activities:
Activities may or may not have been part of your initial action plan.
Each NETS-A(21 indicators) and ELCCStandards (21 Areas of Competence) must have at least one activity.
Each reflection must include details about your experience in leading or observing the activity, and how the experience helped you to grow as a leader.
In your Activity Log you must also provide a reference to the Artifact that you include on your Digital Portfolio that aligns with specific standards and areas of competence. To do this, on the specific standard and area of competence on your Activity Log, include a reference in red text that states: See Artifact #X, ELCC X.X.
Submit your Final Activity log to the Gradebook by Benchmark #5.

Note: If you are using the Google Doc, simply create a Word document and include the URL in the document (the Gradebook cannot accept a website address). Also be sure to share the document with your supervisor so that he or she may write comments directly on your plan. If you chose to use the Word template, be sure to rename the template to include your last name (i.e., SmithActionPlan-ActivityLog.doc)

Part II:

Internship Reflection Paper

1. Follow the guidelines below when writing your reflection paper:

Your paper should be approximately 8-10 pages in length.
The paper should begin with a succinct introduction (no more than two paragraphs) to your activity log and reflections. This introduction will provide the reader with a summary or overview about what he or she can expect to find.
Your paper will be a broader reflection about your internship experience and the work you completed for each of the six ELCC standards and five NETS-A. Cite specific NETS-A indicators or ELCC areas of competence from the activity log to support your reflections.
The concluding part of your paper should include a list and explanation of the three most important things you learned this year about being an effective administrator, and the three most important things you learned about using technology, as an administrative leader.
Your paper should be written in standard APA format. Because this is a reflective assignment, first person may be used.

2. Submit your paper to the Gradebook by Benchmark #5.

Scoring

A combination of the Internship Reflection Paper and Final Activity Log willbe used to determine the score for each ELCC Area of Competence and NETS-A indicators. For ELCC assessment purposes, the internship supervisor will apply the rubrics on the following pages for each of the 21 ELCC Areas of Competence.[1]

The following definitions of terms will be used with regard to grading for each ELCC Area of Competence:

Score 3 - Distinguished / Highly Developed / Extensive– the candidate addressed all of the standard elements in great detail and demonstrated full competency to the extent that the candidate is prepared to perform the tasks of a school leader on an independent basis.

Score 2- Proficient/Some – the candidate addressed the specific number of the standard elements with great detail, or the candidate addressed many of the standard elements but with little detail. The reader was left with the overall impression that the candidate could perform the tasks of a school leader with supervision.

Score 1 –Emergent/Little – the candidate addressed only the minimum number of the standard elements as specified in the rubric and displayed an overall low level of competence.

Different guidelines will be used for grading the NETS-A portion of the internship reflection:

Score 1 - Distinguished / Extensive– the candidate completed a minimum of one hour for the indicator, and provided a detailed and thoughtful reflection on the experience, demonstrating how the experience helped the candidate to grow as a leader. Evidence supports that the candidate could perform the tasks of a school leader independently.

Score .5 – Proficient/Emergent – the candidate completed less than the minimum amount of time required, and/or did not include a thoughtful reflection about the experience. Evidence supports that the candidate could perform the tasks of a school leader with supervision.

Score 0 –Non-Proficient – the candidate did not complete any activities associated with the indicator, and/or demonstrated a very low level of competence in his/her ability to perform the tasks of a school leader.

Internship Reflection Paper and Final Activity Log
Assignment Scoring Sheet

Student Name: ______

ELCC Areas of Competence

Each ELCC Area of Competence is worth 3 points, using the 3-2-1 scale

/ Points Available / Points Earned
1.1 Develop a Vision / 3
1.2 Articulate a Vision / 3
1.3 Implement a Vision / 3
1.4 Steward a Vision / 3
1.5 Promote Community Involvement in the Vision / 3
2.1 Develop a Positive School Culture / 3
2.2 Provide Effective Instructional Program / 3
2.3 Apply Best Practice to Student Learning / 3
2.4 Design Comprehensive Professional Growth Plans / 3
3.1 Manage the Organization / 3
3.2 Manage Operations / 3
3.3 Manage Resources / 3
4.1 Collaborate with Families and Other Community Members / 3
4.2 Respond to Community Interest and Needs / 3
4.3 Mobilize Community Resources / 3
5.1 Acts with Integrity / 3
5.2 Acts Fairly / 3
5.3 Acts Ethically / 3
6.1 Understand the Larger Context / 3
6.2 Respond to the Larger Context / 3
6.3 Influence the Larger Context / 3
ELCC Subtotal / 63
NETS-A
Each NETS-A indicator is worth 1 point, using the 1, .5, 0 scale. / 1
A1a- Visionary Leadership - Shared Vision / 1
A1b -Visionary Leadership -Strategic Plans aligned with Shared Vision / 1
A1c-Visionary Leadership - Advocacy for Vision and Strategic Plan / 1
A2a-Digital Age Learning Culture - Instructional Innovation / 1
A2b-Digital Age Learning Culture -Effective use of Technology / 1
A2c-Digitall Age Learning Culture - Diverse Learning Needs / 1
A2d-Digital Age Learning Culture - Technology Infusion across Curriculum / 1
A2e-Digital Age Learning Culture -Global Learning Communities / 1
A3a-Excellence in Professional Practice - Resources for Professional Growth / 1
A3b-Excellence in Professional Practice - Learning Communities / 1
A3c-Excellence in Professional Practice - Effective Communication and Collaboration / 1
A3d-Excellence in Professional Practice - Educational Research and Trends / 1
A4a-Systemic Improvement-Lead Change using Technology / 1
A4b-Systemic Improvement-Data Collection/ Analysis to make Improvements / 1
A4c-Systemic Improvement-Personnel Recruitment / 1
A4d-Systemic Improvement-Strategic Partnerships / 1
A4e-Systemic Improvement-Technology Infrastructure / 1
A5a-Digital Citizenship-Equitable Access / 1
A5b-Digital Citizenship-Ethical Use / 1
A5c-Digital Citizenship-Social Interactions / 1
A5c-Digital Citizenship-Cultural Understanding / 1
NETS-A Subtotal / 21
Final Reflection Paper

Succinct Introduction: No more than two paragraphs(5 points)
Narrative for each of the six ELCC standards and five NETS-A (a reflective summary of the details of activity logs):

-Broader reflection included for each of the 11 standards (5 points per standard = 55 points)
-Each standard includes citations from activity logs (2 points per standard=22 points)

Concluding section includes thethree most important things you learned this year about being an effective administrator, and the three most important things you learned about using technology, as an administrative leader. (6 things learned at 3 points each = 18 points)

/ 100
Writing Conventions
Paper follows conventions of English (grammatical, spelling, and punctuation errors) and APA guidelines. / 16
Total Points / 200

The rubrics on the following pages are used for ELCC Standards only, and are aligned to the NCATE Assessment requirement.

Program: Johns Hopkins University Graduate Certificate in Administration and Supervision

Course: Internship in Administration and Supervision

Rubric: Course Item/ ELCC Item

1./1.1 Develop a Vision

Score 3

Score 2

Score 1

The candidate presented evidence of an extensive ability to develop a vision for

learning by clearly addressing all of the following:

_ Data-based research strategies were used.

_ Information sources such as student assessment results, student and

family demographic data, and analysis of community needs were used.

_ Strategic planning processes to promote the success of all students that

included consideration for the learning goals in a pluralistic society, the

diverse needs of learners, the interactive nature of schools, and cultural

systems were used.

_ The intern clearly demonstrated a realization that the vision may result in

social and organizational change and thoroughly applied change theory.

The candidate presented evidence indicating some ability to develop a vision by

addressing at least two of the following extensively:

_ Data-based research strategies were used.

_ Information sources such as student assessment results, student and

family demographic data and analysis of community needs were used.

_ Strategic planning processes to promote the success of all students that

included consideration for the learning goals in a pluralistic society, the

diverse needs of learners, the interactive nature of schools, and cultural

systems were used.

_ The intern clearly demonstrated a realization that the vision may result in

social and organizational change and thoroughly applied change theory.

The candidate presented evidence indicating little ability to develop a vision by

addressing fewer than two of the following:

_ Data-based research strategies were used.

_ Information sources such as student assessment results, student and

family demographic data and analysis of community needs were used.

_ Strategic planning processes to promote the success of all students that

included consideration for the learning goals in a pluralistic society, the

diverse needs of learners, the interactive nature of schools as social and

cultural systems were used.

_ The intern clearly demonstrated a realization that the vision may result in

social and organizational change and thoroughly applied change theory.

Program: Johns Hopkins University Graduate Certificate in Administration and Supervision

Course: Internship in Administration and Supervision

2./1.2 Articulate a Vision

Score 3

Score 2

Score 1

The candidate presented evidence indicating a highly developed ability to

articulate and communicate the components of the vision by performing the

following:

_ All stakeholders were considered in the process.

_ A variety of processes were used to communicate the vision that included

the use of symbols, ceremonies, stories, and other activities.

_ Leadership Processes were used to implement and support the vision.

The candidate presented evidence indicating some ability to articulate and

communicate the components of the vision by performing at least two of the

following:

_ All stakeholders were considered in the process.

_ A variety of processes were used to communicate the vision that included

the use of symbols, ceremonies, stories, and other activities.

_ Leadership Processes were used to implement and support the vision.

The candidate presented evidence indicating little ability to articulate and

communicate the components of the vision by performing fewer than two of the

following:

_ All stakeholders were considered in the process.

_ A variety of processes were used to communicate the vision that included

the use of symbols, ceremonies, stories, and other activities.

_ Leadership Processes were used to implement and support the vision.

3./1.3 Implement the Vision

Score 3

The candidate presented evidence indicating extensive ability to develop plans

and processes for the implementation of the vision. The processes demonstrated

consideration for all of the following:

_ The use of strategies to address the motivational (e.g. providing

autonomy, supporting innovation, delegating responsibility) needs of the

stakeholders.

_ The vision and related goals were clearly articulated.

_ Team work and collegiality were encouraged.

_ Student assessments were used appropriately to challenge stakeholders.

_ Opportunities for the development of leadership in others were used.

_ The need for resources to support the implementation of the vision was

recognized.

Program: Johns Hopkins University Graduate Certificate in Administration and Supervision

Course: Internship in Administration and Supervision

Score 2

Score 1

The candidate presented evidence indicating some ability to develop plans and

processes for the implementation of the vision. The processes demonstrated

consideration for at least four of the following:

_ The use of strategies to address the motivational (e.g. providing

autonomy, supporting innovation, delegating responsibility) needs of the

stakeholders.

_ The vision and related goals were clearly articulated.

_ Team work and collegiality were encouraged.

_ Student assessments were used appropriately to challenge stakeholders.

_ Opportunities for the development of leadership in others were used.

_ The need for resources to support the implementation of the vision was

recognized.

The candidate presented evidence indicating little ability to develop plans and

processes for the implementation of the vision. The processes demonstrated

consideration for fewer than three of the following:

_ The use of strategies to address the motivational (e.g. providing

autonomy, supporting innovation, delegating responsibility) needs of the

stakeholders.

_ The vision and related goals were clearly articulated.

_ Team work and collegiality were encouraged.

_ Student assessments were used appropriately to challenge stakeholders.

_ Opportunities for the development of leadership in others were used.

_ The need for resources to support the implementation of the vision was

recognized.

4./1.4 Steward a Vision

Score 3

Score 2

The candidate presented evidence indicating extensive ability to develop a

commitment to the shared vision. The evidence demonstrated the use of all of

the following:

_ Effective communication skills were used.

_ Data-based research strategies were used to regularly monitor,

evaluate, and revise the vision.

_ A variety of methods were used to steward the vision.

The candidate presented evidence indicating some ability to develop a

commitment to the shared vision. The evidence demonstrated the use of two of

the following:

_ Effective communication skills were used.

_ Data-based research strategies were used to regularly monitor,

evaluate, and revise the vision.

_ A variety of methods were used to steward the vision.

Program: Johns Hopkins University Graduate Certificate in Administration and Supervision

Course: Internship in Administration and Supervision

Score 1

The candidate presented evidence indicating little ability to develop a

commitment to the shared vision. The evidence demonstrated the use of fewer

than two of the following:

_ Effective communication skills were used.

_ Data-based research strategies were used to regularly monitor, evaluate,

and revise the vision.

_ A variety of methods were used to steward the vision.

5./1.5 Promote Community Involvement in the Vision

Score 3

Score 2

Score 1

The candidate presented evidence indicating a highly developed ability to involve

all stakeholders in the realization of the vision and related school improvement

efforts. The evidence demonstrated the use all of the following:

_ Multiple methods were used to communicate the vision.

_ The need of diverse stakeholders clearly influenced the communication

methods used.

The candidate presented evidence indicating a highly developed ability to involve

all stakeholders in the realization of the vision and related school improvement

efforts. The evidence demonstrated the use of one of the following:

_ Multiple methods were used to communicate the vision.

_ The needs of diverse stakeholders clearly influenced the communication

methods used.

The candidate presented evidence indicating little ability to involve all

stakeholders in the realization of the vision and related school improvement

efforts. The evidence demonstrated the use of none of the following:

_ Multiple methods were used to communicate the vision.

_ The needs of diverse stakeholders clearly influenced the communication

methods used.

6./2.1 Promote Positive School Culture

Score 3

The candidate presented evidence indicating a highly developed ability to take

actions that were designed to improve school culture. The evidence