Residency Administratorcertificate

INTERNSHIPPLANNER

Residency AdministratorCertificate

(Principal)

2015-16

Reviewed by PEAB

May 16, 2014

Educational Administration Program

Woodring College of Education

Preparing Thoughtful, Knowledgeable, and Effective Educators for a Diverse Society

The Internship Planner

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TABLE OF CONTENTS

SectionsPage

Welcome...... 1

Preparing for the Internship...... 2

Introduction...... 2

Legal Requirements...... 2

Important Planning Notes...... 3

Washington State Standard 5 (Summary)...... 4

Self-Assessment Planning Document...... 5

Writing the Self-Assessment...... 5

The Internship Plan...... 8

Writing the Internship Plan...... 8

Frequently Asked Questions...... 10

Reporting, Conclusion, Contact Information...... 12

Appendices:

AWashington State Standard 5...... 15

BSelf-Assessment Planning Document...... 19

C(Preparing) the Internship Plan...... 24

DFormat for Daily Log...... 30

EReflective Summary...... 33

FIdeas & Guidelines for Yearly Internship Activities...... 36

GRecommendations for Mentor Principals...... 39

HWashington State Residency Administrator Certification Performance

Indicators (Portfolio)...... 41

IStandard V for Residency Administrators...... 59

JTechnology Standards for School Administrators (TSSA)...... 66

KQuarterly Sign-Off Sheet...... 69

LProfessional Growth Plan...... 71

MInternship Approval Checklist...... 73

The Internship Planner

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WELCOME

Welcome to your internship – the final phase in your principal certification program!

This planner has been prepared to assist you in working with your mentoring principal and university supervisor to ensure a varied and rewarding experience.Please read through the materials thoroughly.

A successful internship experience is crucial in preparing you to enter the field of Educational Administration.Be proactive, be assertive.Look for every opportunity to enrich your skillset and deepen your experience.Volunteer to take the lead on projects and activities whenever possible.

This is an exciting and challenging time – seize the moment.Best wishes for a successful and rewarding internship!

Sincerely,

Donald E. Larsen

Director

Educational Administration Program

The Internship Planner

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RESIDENCY PRINCIPAL’S CERTIFICATE

PREPARING FOR THE INTERNSHIP

Introduction

ThisInternship Plannersummarizes on-the-job proficiencies you are to demonstrate within Washington State Standard5, and it provides directions and illustrations for you. The Internship Planner is the basic foundation upon which your own Internship Plan will be built.
The second section is called the Self-Assessment Planning Document.This section guides you toward preparing your own performance needs assessment, with direction from your mentoring principal and University supervisor.The Self-Assessment Planning Document serves as a personal background against which you will plan significant internship activities that lead to the Residency Principal’s certificate.
The third section of this document describes the Internship Plan.Instructions guide you in writing a year-long work plan based on your Self-AssessmentPlanning Document and the Washington State Standard 5 required by the Professional Educator Standards Board.
The fourth section addresses some questions candidatesfrequently ask about the internship.
The fifth section provides information on reporting, a conclusion statement, and contact information.
The final section is comprised of Appendices A-N detailing the complete Washington State Standard 5 and specific information and forms required prior to and throughout your internship.

Legal Requirements

The Residency Principal’s Certificate is based on the Washington State Standard 5 (See Appendix A).

1.All candidates for the residency principal’s certificate must spend sixty-seven-and-one-half (67.5) full days, or equivalent minimum half-days, (540 hours) in a full school year internship, of which at least one-half shall be during school hours when students and staff are present, under the supervision of a mentoring principal. Mentors must be fully certificated school personnel and have a minimum of three (3) years of professional experience in the role they are supervising.

2.During the internship each intern must demonstrate proficiency in each of the six sections of Washington State Standard 5.

3.Prior to the internship, each candidate must have prepared a Self-Assessment Planning Document.This activity is to be initiated by the candidate and includes the mentoring principal and University supervisor.(Instructions for preparing the Self-Assessment Planning Document are in Appendix B of this Internship Planner.)

4.Verification of one year (180 days) of school-based experience in an instructional role with students, although three years (540 days) are preferred.

5.A valid Washington State Teaching or ESA certificate is required.If you do not hold a valid Washington State certificate at the time of application and recommendation, verification of good moral character and personal fitness will be required.

6.If one holds an ESA certificate rather than a teaching certificate, a letter from a supervisor describing the applicant’s assignment and service that supports “successful school-based instructional experience with students” is required.

This detailed Internship Planner document describes how Washington State Standard 5may be demonstrated.Of course there are alternative patterns for gaining and demonstrating proficiencies.Consequently, each intern’s Internship Plan—worked out with the mentoring principal and University supervisor after the Self-Assessment Planning Document has been completed—will be individualized to encompass the intern’s past experience, current setting, and future aspirations.

Western Washington University’s program calls for each intern to spend a full administrative contract year (July through June—minimum of 540 hours or 67.5 full or half-day equivalents) in internship activities at school.It is anticipated that additional preparation time will be spent during evenings and weekends on internship-related activities.

Each intern is expected to begin the internship in July/August to assist the mentoring principal in building opening activities and to assist the mentoring principal at year’s end in building closing activities; procedures for opening and closing school are extremely important and the intern is well-advised to develop a checklist of procedures for opening and closing school.

Note:Documentation to verify that the intern has spent at least a minimum of 540 clock hours in on-the job internship activity is mandatory for certification purposes.Therefore the intern must keep a Daily Log (see Appendix D) which specifies the amount of time spent each day at school in internship activities related to Washington State Standard 5.The Daily Log must be submitted each quarter with the intern’s Reflective Summary (see Appendix E) to the University supervisor.Each quarterly report (Daily Log) is to be signed by the mentoring principal.

Important Planning Notes

Prior to beginning the internship, the prospective intern must have completed a Request for Internship, due in the Educational Administration Program office by April 15 (prior to the start of your internship).
If six (6) of the required nine (9) certification courses are not completed prior to the beginning of the internship, the candidate must receive an exception from the Directorof the Educational Administration Program.
The Self-Assessment Planning Document and Internship Plan are submitted to the Educational Administration Program office by June 1—prior to the July/August start of the internship. Failure to submit this documentation by the due date is sufficient reason for denial of admission to the internship for that fall quarter.
Admission to the internship is separate from admission to the ResidencyAdministrator Certificate (Principal) program and is contingent upon approval by the superintendent of the sponsoring school district, the mentoring principal, and the senior faculty in Educational Administration.

Washington State Standard 5(Summary)

Each intern is expected to carry out activities in each of the following categories unless evidence from the intern’s Self-Assessment Planning Document indicates that the intern has already demonstrated high level proficiency in a specific Washington State Standard 5performance-based sub-category (strand).

Standard 5.A: Visionary Leadership

A school or program administrator is an educational leader who has the knowledge, skills, and cultural competence to improve learning and achievement to ensure the success of each student by leading the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by school/program and community stakeholders.

Standard 5.B: Instructional improvement

A school or program administrator is an educational leader who has the knowledge, skills, and cultural competence to improve learning and achievement to ensure the success of each student by leading through advocating, nurturing, and sustaining district/school/program cultures and coherent instructional programs that are conducive to student learning and staff professional growth.

Standard 5.C: Effective Management

A school or program administrator is an educational leader who has the knowledge, skills, and cultural competence to improve learning and achievement to ensure the success of each student by ensuring management of the organization, operations, and resources for a safe, efficient, and effective learning environment.

Standard 5.D: Inclusive Practice

A school or program administrator is an educational leader who has the knowledge, skills, and cultural competence to improve learning and achievement to ensure the success of each student by collaborating with families and community members, responding to diverse community interests and needs, and mobilizing community resources.

Standard 5.E: Ethical Leadership

Standard 5.F: Socio-Political Context

A school or program administrator is an educational leader who has the knowledge, skills, and cultural competence to improve learning and achievement to ensure the success of each student by understanding, responding to, and influencing the political, social, economic, legal, and cultural context.

SELF-ASSESSMENT PLANNING DOCUMENT

You have seen in the section above what is expected of you in the internship.Now you are to perform a Professional Self-Assessment with the provided document which addresses each of the six categories and sub-categories (strands) of Washington State Standard 5(see Appendix A).

The purpose of this document is to assist in the planning for your administrative internship school year.The information you generate and compile in this document and the process you use with your prospective mentoring principal will play an important role in the preparation of your actual Internship Plan for the year.

Educational Administration programs that prepare school principals for the State of Washington are bound by state code Washington State Standard 5—see Appendix I and the Professional Educator Standards Board mandate and monitoring to assure the best and most up-to-date school principal preparation programs possible.

In addition toWashington State Standard 5, attached are the “Technology Standards for Administrators” (see Appendix J).These six technology standards are not required by the state, but we think it important to consider them in preparing for your internship.Therefore, a final self-assessment technology category for your use follows Washington State Standard 5 items.

Writing the Self-Assessment

TheWashington State Standard 5provides the framework for this Self-Assessment Planning Document:

1.Read through the entire document before starting the completion process.

2.Provide a copy of the document for your mentoring principal.Explain the purpose and process.Ask the principal to complete the document independently and then plan on meeting with you to compare and discuss your similarities and differences, using your conclusions to prepare the final Internship Plan.

3.Under each of the six categories of Washington StateStandard 5, check the appropriate box; i.e., “Substantial Experience,” “Some Experience,” or “Limited Experience.”Please briefly indicate the degree of quality you feel was associated with the experience.For example, one might have “Substantial Experience” in the area of collaboration withfamiliesand community members (Standard 5.4), but determine that the quality was poor or not of sufficient depth to place internship experiences planned for this Standard in a “not-needed-very-much” category.On the other hand, perhaps you have had “Limited Experience” in Standard 5.1, promoting success of every student by facilitating the development, articulation, implementation, and stewardship of a shared vision of learning.However, for one reason or another, those limited experiences were quite rich in character and quality.

Please note this kind of information in the appropriate area under the item. Also!Use the detailed points under the Knowledge, Dispositions, and Performances categories for each Category in the attached Washington State Standard 5 document to guide your self-analysis for each Standard.

4.Under each item for the Standard, provide appropriate “performance-based” examples to justify the appropriateness of the box that you chose to check, keeping in mind any “qualifying” observations or notes referred to under number 3 above.

5.At the end of this document, summarize what you perceive to be the key “Substantial Experiences” category, “Some Experiences” category, and “Limited Experiences” category items that need to be addressed in your final Internship Plan.

6.Think about your school district, school building, students, families, and community.Project realistic “performance-based” experiences that you can have during your internship that will enrich all of these areas of the Washington State Standard 5, making necessary adjustments.

7.Meet with your principal.Compare your assessments and come to an agreement about what adjustments, if any, should appear in your final Internship Plan.

Washington State Standard 5-Based Self-Assessment

Prepare a Self-Assessment of each of the six categories of Washington State Standard 5(see Appendix A).Use the individual items within each of the Washington State Standard 5strands.

Step 1

Using the Self-Assessment Planning Document template (details available in Appendix B), complete each of the six categories as directed in the document

Example:Washington State Standard 5.A

“A school or program administrator is an educational leader who has the knowledge, skills, and cultural competence to improve learning and achievement to ensure the success of each student by leading the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by school/program and community stakeholders.”

I have taught high school mathematics effectively for ten years.My students are quite diversified culturally with many Hispanics and some Russians and Native Americans.Their performance in my classes has been excellent.I believe I have developed the ability to adjust my teaching to my larger vision of learning.And, I feel I have the ability to articulate that to my colleagues and larger school community.

I have not had the opportunity to work in various other curriculum areas and understand as well the learning challenges faced there.In addition, I have not had a sustained role in a building-wide effort to facilitate this larger vision of learning.

The work I plan to do in this category will include specific performance-based activities and projects in curriculum areas other than mathematics.In addition, I will propose to my mentoring principal that I assume a leadership role in developing a vision of learning for our school building in keeping with our long-term strategic plan.

Step 2

Ask your mentoring principal to go through your draft self-assessmentwith you and to suggest additions or modifications.You’ll want to incorporate comments in your Self-Assessment Planning Document.

Step 3

Edit the document.Both you and your mentoring principal sign and datethis formwhere indicated.Your University supervisor will sign the document when she/he reviews and approves it.Send or deliver the signed document, along with your Internship Plan, to the Educational Administration Program office by June 1.

THE INTERNSHIP PLAN

Your Internship Plan is a map, or guide, to a full school year of on-the-job experience and learning.Remember:

You are expected to assist your mentoring principal with opening as well as closing building activities; develop a list of those activities to use when you become a principal.

You must keep a Daily Log which documents that you have spent a minimum of 540 clock hours, of which at least one-half shall be during school hours when students and/or staff are present.

Your written Internship Plan should address each of the six categories of Washington State Standard 5noted above, with appropriate attention to diverse populations, and lead to proficiency with respect to knowledge and application related to each of the standards.The Internship Plan will reflect information provided in your Self-Assessment Planning Document.

Writing the Internship Plan

As you use the template outlined in Appendix C to write your Internship Plan, keep in mind that some of its aspects will probably be modified—you’ll make mid-course corrections—as you move through the internship.Modifications might be based on your evolving experience, your mentoring principal’s suggestions, and/or your University supervisor’s advice.While the Internship Plan is intended to give broad as well as specific structure to your experience, it is also to be seen as flexible and dynamic to accommodate change and new opportunity.By year’s end, it is expected that you will have demonstrated proficiency in the performance-based activities ofWashington State Standard 5.

After completing your Self-Assessment Planning Document and meeting with your mentoring principal, you are ready to prepare your Internship Plan for the year.Your Internship Plan should use each of the six categories of Washington State Standard 5as a framework for the activities, projects and events that you will engage in during the year.There must be an ample array of activities, projects, and events that are clearly “Performance-Based” in character, enabling the mentoring principal and your University supervisor to accept them as evidence of compliance withWashington State Standard 5.

Each of the six Washington State Standard 5 categories will constitute a separate section of your Plan. However, it is important to remember that your Internship PlanMUST be PERSONALIZED.That is, you must work with your mentoring principal to determine what are the most appropriate and beneficial things with which you should be engaged.Your Self-Assessment Planning Document helps provide direction here.Remember that primary focus should be in areas where you have the least experience or limited quality experiences, while all areas of all Standards must be addressed.In addition, the University supervisor who will be assigning your grade must be in concurrence with your principal and you on all elements of your plan.Remember that this is a teamwork effort to assure you have as rich an internship experience as is possible.