UCAPP 1St Year Internship Evaluation Results

UCAPP 1st Year Internship Evaluation Results:

Fall 2010

During the fall semester of the 2010-2011school year,UCAPP developed a standards-based instrument to gather data by requesting supervisors to complete an evaluationon each candidate employing an online application system (i.e., Checkbox). The purpose of this report is to display the overall results. Results are aggregated across 32 students participating in 27 internship sites. Thequantitative results have been analyzedby presenting frequency distributions and a measure of central tendency (i.e., the mean). From the example presented below, one can see the distribution of responses to this item (“Develop a vision”) has 13 respondents select “4” for “extremely well-prepared” which is 40.63% of the total responses. Of the scorable responses (i.e., excluded the “N/A’), the item has an overall mean of 3.48.

1 / 2 / 3 / 4 / N/A / Avg
Develop a vision / 0
(0.0%) / 1
(3.13%) / 11 (34.38%) / 13 (40.63%) / 7 (21.88%) / 3.48

The qualitative responses are reproduced per verbatim except students’ and/or location were omitted.

The primary dual use of this evaluation instrument is to (1) provide individual students feedback on their performance and (2) allow evidence-based examination of the program for strengths and potential areas for important. A secondary purpose is for instrument refinement. As this was the first year implementing this new system, analyses can point to some things being revised slightly in subsequent semesters. For example, the first three questions in the report deal with the extent to which the goals of the candidates have been met through the internship experience. Based on e-mail feedback from on-site supervisors, it is recommended that future candidates have these goals clearly outlined in advance and available to supervisors at the start of the internship.

A supplemental report – results by cohort – will also be available.

Internship Sites for the Fall 2010
Avon
Bridgeport
Cheshire
East Granby
Fairfield
Farmington
Glastonbury
Hamden
Hartford (2)
Manchester
Newington (2)
Norwalk
Region #9
Region # 12
Regional School District #17
Ridgefield
Rocky Hill
Simsbury
Stafford
Stonington
Stratford
Suffield
Waterbury
Waterford
West Hartford (3)
Windsor
Wolcott
1st major goal established for this internship(31 responses):
Master Schedule review
Data analysis (CAPT Data)
Providing an authentic experience in high school building leadership
Develop the capacity effectively evaluate staff using multiple forms of evaluation, not just observations
Exposure to effective supervision practices
Supervision of staff - classroom observations
Analyze a plan for teacher evaluation through the lens of developmental supervision
Develop and articulate a vision for learning which is responsive and reflective of the school and community needs
Writing academic practice curriculum
CMT data collection/collation
Train her to be an administrator
Evaluation process
Develop and articulate a vision for learning
Attend school faculty meetings and community meetings
Familiarity with school discipline practices
Teacher evaluation
Experience the day to day life of administrators
Gaining an overview of school function
To discover substance about his mentor's philosophy of education, his leadership style, and the district in general
Positive Behavior Support implementation
Establish E.I.P data system
Creating a program around enhancing school climate
Analyze CAPT data
Provided disaggregated data for staff to use to form school goals
Parental communication -- athletic handbook (new document)
Please contact me regarding this.
Data-driven decision making
Support Supervision Courses - conduct evaluation
Develop and articulate a vision for learning which is responsive and reflective of the school and community needs.
Develop an understanding of the procedures for opening school
To use "multi-frame thinking" to bring meaning to school and district data

2nd major goal established for this internship(29 responses):

Email Protocols
Research effective teaching strategies
Developing an understanding of the decision making process as part of building administration
Develop strategies for conducting supervisory conversations with struggling teachers regarding strategies to improve their teaching and student learning
Collection of data regarding our students in the CHOICE Program
Interview process - interviewing potential Principals
Demonstrate the knowledge and application of developmental supervision and its role in supporting a successful school climate
Demonstrate the knowledge and application of developmental supervision and its role in supporting a successful school culture
Observe Principal's role in observation cycle
ISS Curriculum /behavior change and student responsibility
School Transformation
Demonstrate the knowledge and application of developmental supervision
Familiarity with teacher evaluation protocols
Develop a political frame
District data team alignment
Teacher evaluation in application
Gaining an understanding of supervision/participating in the observation cycle
To realize his mentor's philosophy of supervision through observation
Special education
Data review for student performance on district wide assessments and CMT scores
Reviewing an evaluation method for teachers
Establish new teacher meeting goals
Work with mentor and Superintendent to develop student survey and report results to Board
New legislature - is all necessary information communicated in the Student/Parent Handbook (revisions)
Teacher evaluation
Demonstrate the knowledge and application of developmental supervision and its role in supporting a successful school learning culture

3rdmajor goal (as applicable) established for this internship(23 Responses):

Student Advisory Program
Development/Expansion of Summer School Institutes
Experience all aspects of leading the school program
Develop the capacity to supervise teachers in subject areas outside of my own.
Attend Data Team meetings / Grade Level meetings
Understand the importance of leadership and the application of a theory of action in establishing and sustaining an effective learning environment
Parental engagement
SRBI
Understand the importance of leadership and the application of a theory of action
Familiarity with budget process
Develop observation/teacher evaluation skills
Examining effective leadership traits
Complete projects for administrators
To practice a supervision cycle juxtaposing tactics from both thementorship site and the UCAPP literature.
Leadership personality goal
Propose attendance protocol
Develop programming and format for a Parent Event to familiarize parents with new district Progress Report
CAPT data - analyzed; culled out information pertinent for department discussions
Please contact me regarding this
Student assessment
Participate in the Supervision and Evaluation process
Understand the importance of leadership and the application of a theory of action in establishing and sustaining an effective learning environment

Please answer the degree to which the candidate met the standard in this internship at the building and district level.

The following scale was used:

1 = not at all prepared; 4 = extremely well-prepared; N/A = Not Applicable

Building Level / District Level
1 / 2 / 3 / 4 / N/A / Avgas / 1 / 2 / 3 / 4 / N/A / Avg
Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by facilitating the development, articulation, implementation, and stewardship of a school or district vision of learning supported by the school community.
Develop a vision / 0
(0.0%) / 1
(3.13%) / 11 (34.38%) / 13 (40.63%) / 7 (21.88%) / 3.48 / 0
(0.0%) / 2
(6.25%) / 4
(12.5%) / 5
(15.63%) / 21
(65.63%) / 3.27
Articulate a vision / 0
(0.0%) / 1
(3.13%) / 12
(37.5%) / 13 (40.63%) / 6
(18.75%) / 3.46 / 0
(0.0%) / 2
(6.25%) / 4
(12.5%) / 5
(15.63%) / 21
(65.63%) / 3.27
Implement a vision / 1
(3.13%) / 2
(6.25%) / 12
(37.5%) / 9
(28.13%) / 8
(25%) / 3.2 / 0
(0.0%) / 2
(6.25%) / 4
(12.5%) / 4
(12.5%) / 22
(68.75%) / 3.2
Steward a vision / 1
(3.13%) / 3
(9.38%) / 10
(31.25%) / 9
(28.13%) / 9
(28.13%) / 3.17 / 0
(0.0%) / 3
(9.38%) / 3
(9.38%) / 4
(12.5%) / 22
(68.75%) / 3.1
Promote community involvement in the vision / 1
(3.13%) / 2
(6.25%) / 10
(31.25%) / 9
(28.13%) / 10
(31.25%) / 3.23 / 0
(0.0%) / 2
(6.25%) / 4
(12.5%) / 5
(15.63%) / 21
(65.63%) / 3.27
Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by promoting a positive school culture, providing an effective instructional program, applying best practice to student learning, and designing comprehensive professional growth plans for staff.
Promote positive school culture / 0
(0.0%) / 2
(6.25%) / 9
(28.13%) / 17
(53.13%) / 4
(12.5%) / 3.53 / 0
(0.0%) / 2
(6.25%) / 3
(9.38%) / 8
(25%) / 19
(59.38%) / 3.46
Provide effective instructional programs / 0
(0.0%) / 1
(3.13%) / 9
(28.13%) / 17
(53.13%) / 5
(15.63%) / 3.59 / 0
(0.0%) / 1
(3.13%) / 4
(12.5%) / 6
(18.75%) / 21
(65.63%) / 3.63
Apply best practice to student learning / 0
(0.0%) / 1
(3.13%) / 9
(28.13%) / 19
(59.38%) / 3
(9.38%) / 3.62 / 0
(0.0%) / 1
(3.13%) / 3
(9.38%) / 9
(28.13%) / 19
(59.38%) / 3.62
Design
comprehensive professional growth plans / 0
(0.0%) / 2
(6.25%) / 7
(21.88%) / 12
(37.5%) / 11
(34.38%) / 3.48 / 0
(0.0%) / 1
(3.13%) / 4
(12.5%) / 6
(18.75%) / 21
(65.63%) / 3.45
Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by managing the organization, operations, and resources in a way that promotes a safe, efficient, and effective learning environment.
Manage the organization / 1
(3.13%) / 1
(3.13%) / 10
(31.25%) / 12
(37.5%) / 8
(25%) / 3.38 / 0
(0.0%) / 2
(6.25%) / 4
(12.5%) / 5
(15.63%) / 21
(65.63%) / 3.27
Manage operations / 0
(0.0%) / 2
(6.25%) / 10
(31.25%) / 11
(34.38%) / 9
(28.13%) / 3.39 / 0
(0.0%) / 1
(3.13%) / 5
(15.63%) / 5
(15.63%) / 21
(65.63%) / 3.36
Manage resources / 1
(3.13%) / 2
(6.25%) / 8
(25%) / 11
(34.38%) / 10
(31.25%) / 3.32 / 0
(0.0%) / 3
(9.38%) / 3
(9.38%) / 5
(15.63%) / 21
(65.63%) / 3.18
Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by collaborating with families and other community members, responding to diverse community interests and needs, and mobilizing community resources.
Collaborate with families and other community members / 1
(3.13%) / 1
(3.13%) / 6
(18.75%) / 12
(37.5%) / 12
(37.5%) / 3.45 / 0
(0.0%) / 1
(3.13%) / 6
(18.75%) / 7
(21.88%) / 18
(56.25%) / 3.43
Respond to community interests and needs / 1
(3.13%) / 1
(3.13%) / 8
(25%) / 11
(34.38%) / 11
(34.38%) / 3.38 / 0
(0.0%) / 1
(3.13%) / 5
(15.63%) / 6
(18.75%) / 20
(62.5%) / 3.42
Mobilize community resources / 1
(3.13%) / 2
(6.25%) / 9
(28.13%) / 6
(18.75%) / 14
(43.75%) / 3.11 / 0
(0.0%) / 1
(3.13%) / 4
(12.5%) / 4
(12.5%) / 23
(71.88%) / 3.33
Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by acting with integrity, fairly, and in an ethical manner.
Acts with integrity / 0
(0.0%) / 1
(3.13%) / 4
(12.5%) / 25
(78.13%) / 2
(6.25%) / 3.8 / 0
(0.0%) / 1
(3.13%) / 1
(3.13%) / 14
(43.75%) / 16
(50%) / 3.81
Acts fairly / 0
(0.0%) / 1
(3.13%) / 4
(12.5%) / 25
(78.13%) / 2
(6.25%) / 3.8 / 0
(0.0%) / 1
(3.13%) / 1
(3.13%) / 14
(43.75%) / 16
(50%) / 3.81
Acts ethically / 0
(0.0%) / 1
(3.13%) / 4
(12.5%) / 25
(78.13%) / 2
(6.25%) / 3.8 / 0
(0.0%) / 1
(3.13%) / 1
(3.13%) / 14
(43.75%) / 16
(50%) / 3.81
Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context.
Understand the larger context / 0
(0.0%) / 2
(6.25%) / 9
(28.13%) / 17
(53.17%) / 4
(12.5%) / 3.54 / 0
(0.0%) / 2
(6.25%) / 5
(15.63%) / 8
(25%) / 17
(53.17%) / 3.19
Respond to the larger context / 0
(0.0%) / 1
(3.13%) / 13
(40.63%) / 11
(34.38%) / 7
(21.88%) / 3.4 / 0
(0.0%) / 2
(6.25%) / 5
(15.63%) / 8
(25%) / 17
(53.17%) / 3.19
Influence the larger context / 0
(0.0%) / 1
(3.13%) / 12
(37.5%) / 9
(28.13%) / 10
(31.25%) / 3.36 / 0
(0.0%) / 2
(6.25%) / 5
(15.63%) / 6
(18.75%) / 19
(59.38%) / 3.31
The internship provides significant opportunities for candidates to synthesize and apply the knowledge and practice and develop the skills identified in Standards 1-6 through substantial, sustained, standards-based work in real settings, planned and guided cooperatively by the institution and school district personnel for graduate credit.
Substantial, sustained, standards-based work / 0
(0.0%) / 2
(6.25%) / 11
(34.38%) / 15
(46.88%) / 4
(12.5%) / 3.46 / 0
(0.0%) / 1
(3.13%) / 4
(12.5%) / 10
(31.25%) / 17
(53.17%) / 3.6
Planned and guided
cooperatively / 0
(0.0%) / 2
(6.25%) / 12
(37.5%) / 14
(43.75%) / 4
(12.5%) / 3.43 / 0
(0.0%) / 1
(3.13%) / 5
(15.63%) / 9
(28.13%) / 17
(53.17%) / 3.53
Met requirements for graduate credit / 0
(0.0%) / 1
(3.13%) / 9
(28.13%) / 15
(46.88%) / 7
(21.88%) / 3.56 / 0
(0.0%) / 1
(3.13%) / 4
(12.5%) / 9
(28.13%) / 18
(56.25%) / 3.57

Please rate the candidate in the following areas (32 responses):

The following scale was used:

1 = Ineffective; 2 = Below Average; 3 = Adequate; 4 = Above Average; 5 = Outstanding; N/A = Not Applicable

1 / 2 / 3 / 4 / 5 / N/A
Interaction with colleagues / 0
(0.0%) / 0
(0.0%) / 3
(9.38%) / 10
(31.25%) / 18
(56.25%) / 1
(3.13%)
Interaction with students / 0
(0.0%) / 0
(0.0%) / 2
(6.25%) / 9
(28.13%) / 16
(50%) / 5
(15.63%)
Interaction with parents / 0
(0.0%) / 0
(0.0%) / 2
(6.25%) / 8
(25%) / 10
(31.25%) / 12
(37.5%)
Interactions with subordinates / 0
(0.0%) / 0
(0.0%) / 2
(6.25%) / 5
(15.63%) / 11
(34.38%) / 14
(43.75%)
Oral communication skills / 0
(0.0%) / 0
(0.0%) / 4
(12.50%) / 8
(25%) / 19
(59.38%) / 1
(3.13%)
Written communication skills / 0
(0.0%) / 0
(0.0%) / 3
(9.38%) / 11
(34.38%) / 16
(50%) / 2
(6.25%)
Attention to personal growth / 0
(0.0%) / 0
(0.0%) / 3
(9.38%) / 6
(18.75%) / 22
(68.75%) / 1
(3.13%)
Ability to contribute independently / 0
(0.0%) / 0
(0.0%) / 3
(9.38%) / 8
(25%) / 20
(62.5%) / 1
(3.13%)
Leadership of groups / 0
(0.0%) / 0
(0.0%) / 1
(3.13%) / 9
(28.13%) / 9
(28.13%) / 13
(40.63%)
Dependability / 0
(0.0%) / 2
(6.25%) / 2
(6.25%) / 6
(18.75%) / 21
(65.63%) / 1
(3.13%)

Why?(23 responses)

The student was privy to all of the inter-workings of my office. I held nothing back from her regarding this work and she fully engaged in the process.
The internship has not yet ended. The relationship, however, is open and will be in the future.
We have both kept our promises to be most candid throughout all of our interactions.
We are only in the first year. This question does not apply.
I feel that the student and I can share, but his time at the student has been very limited and it has made it difficult to assess his performance in many capacities.
The student and I have shared a great deal of background information about our respective schools. I've presented a number of real scenarios for her to respond to in order to give her practical experience. She is very easy to talk to and is task committed.
Communication is honest and open. I look forward to the student’s work in this district next semester.
The student has done an outstanding job of coming to this district with a great deal of background knowledge,asking excellent questions and seeking to know more about the our school community. She has always been organized, thoughtful and helpful in her internship and has made a very positive impact on the staff at Aiken School. I have found our conversations to be open, with opportunities for learning on both of our parts.
Candidate and I speak candidly, frankly, and consistently.
Ongoing for another year and a half; eagerly look forward to the continued cooperation and growth for BOTH of us!
Good relationship with her.
The student and I have a good open professional relationship that can grow.
The student and I have developed a cordial working relationship based on mutual respect and shared ideas. I frequently ask her if her instructional needs are being satisfied and make changes to our plans as necessary. Similarly, she responds to my feedback and concerns.
The intern and I have developed a reciprocal relationship, sharing ideas and philosophies about school leadership topics and problems of practice. She is open to new ideas and suggestions, but also shares her own thoughts and ideas relevant to the issues we discuss.
I am completing this on November 30, so the internship is not completed. However, I have found this student to be thoroughly professional, thoughtful, and committed to excellence.
The internship has not ended. The student will be with me for two years. We have only been working together for 3 months. This is what made rating the candidate so difficult. Questions were geared to the graduate, yet he is far from graduating. He will be with me all of this year as well as next year.
We have had a great relationship since the first meeting. The student is very open and has been extremely interested throughout.
The student was very forthcoming with resources that she was able to share from her district. However, time limitations and the distance between her job and the location severely limited her time here.
Because both of us were willing to ask questions and review our practice in ways that sustained the professional growth of both of us.
We have established a very open relationship primarily due to the extreme willingness to hear open and honest feedback.
Internship is not completed.
Based on our conversations, we have a mutually respectful and honest relationship. I feel confident sharing my experiences (and perspectives with the student) and I am confident she feels the same way. Working in the same district, we discuss strengths and weaknesses, but always in a positive, productive way. We have a similar work ethic, and share a similar vision.
We are able to speak directly and freely with mutual respect.

Why? (25 responses)

The candidate has the personal acumen and professional ambition to be an effective administrator.
Although the internship has not concluded, it is evident that the student possesses the requisite skills and abilities expected of school leaders. She reads voraciously, is knowledgeable of the latest research, and works arduously to put the research into action. She also has shown an ability to lead people, and to engage in data collection and analysis. This intern has all the skills necessary to be an effective school leader. I look forward to continuing to mentor her.
The student is highly intelligent, articulate, and thoughtful. He is a natural leader - one who could guide an educational program of his choosing, once he decides that he is ready for the challenge.
So far, based on my experience with my intern, I would hire her for a position. She has all of the right beliefs in students and regarding how much teaching matters in the successful classroom and school.
I feel that I need to work with the student more before I made that determination.
The candidate is bright; articulate; she has excellent interpersonal skills which are key for an administrative position. She has many positive qualities you can't teach - you either have it or you don't. She has it!
This is the beginning of the student’s program and there has not been enough opportunity to thoroughly evaluate her skills.
The student demonstrates outstanding professional qualities in her role as literacy specialist and in her understanding of leadership. She will be an asset to any leadership position.
This candidate is a teacher I hired when in another district and I have been delighted with his growth as he reaches for his 092.
Intelligent, dependable, self motivated, follows through on tasks, great communicator and she GETS IT...important for education; both big and small picture. Would hire this intern in a second!
He has some great qualities that can support the needs of the building and district.
This candidate is an excellent instructional leader.
I believe the intern has the potential to demonstrate leadership ability in a school setting. She is very motivated to succeed, is very organized, and is eager to learn.
This student is amazing!
She would be an excellent administrator because of her commitment to excellence and superior ability to engage as a fully thoughtful team member. It is a pleasure to work with such a thoughtful and caring teacher.
My initial reads are YES. But as noted we have been together for a short period of time and we have a much longer time to work and interact with one another.
This student has proven herself to be very insightful and her projected growth over the next few years would make her ready to take over an administrative position.
Need more experience with the intern prior to my recommendation.
Taking the above answer into account, I do not have enough information about her work to decide.
Dedicated, reflective, committed, passionate, willing to make honest mistakes and learn from them!
The candidate worked very hard and after speaking with several educators in her district, she has an excellent reputation and is respected by all.
This student is an exceptional candidate and I would offer her an administrative position in my school immediately if a vacancy occurs.
Program is not complete.
Without hesitation! The student is intelligent, thoughtful, and able to consider many perspectives before rendering an opinion, professional, personable, but not afraid to have honest (and perhaps difficult) conversations.
I have been able to directly observe him interact with students, parents, and staff. Additionally he has always followed through on assignments in a timely manner.

What do you feel arethe strengths of this internship?(28 responses)