UCAPP 2nd Year Internship Evaluations

June 2013

During the spring semester of the 2012-2013 school year, students in the UCAPP program participated in the second year of their administrative internship. An online application system (i.e., Checkbox) was used by supervisors to complete internship evaluation forms. Data obtained from supervisors’ responses were then analyzed to produce this report, the purpose of which is to display the results of the internship evaluation for 28second year UCAPP students across the cohorts. Responses to open ended items are reproduced verbatim with the exception of students’ names,which have been removed to maintain confidentiality.

Some findings of the report are noted below:

53.57% of the candidates completed internships in suburban settings; 46.43%in urbansettings

(62.50%-95.83%) of the candidates “Met” all three of the established main goals of the internships;

At the building level, the majority of the candidates received a 4 on a 4-point scale for the following traits:

  • Develop a vision (83.33%);
  • Articulate a vision (79.17%);
  • Steward a vision (70.83%);
  • Promote community involvement in the vision (62.50%);
  • Promote positive school culture (87.50%);
  • Provide effective instructional programs (79.17%);
  • Apply best practice to student learning (79.17%);
  • Design comprehensive professional growth plans (75%);
  • Manage the organization (66.67%);
  • Manage operations (75%);
  • Manage resources (70.83%);
  • Collaborate with families and other community members (66.67%);
  • Respond to community interests and needs (70.83%);
  • Mobilize community resources (62.50%);
  • Acts with integrity (95.83%);
  • Acts fairly (95.83%);
  • Acts ethically (95.83%);
  • Understands the larger context (87.50%);
  • Responds to the larger context (79.17%);
  • Influence the larger context (75%);
  • Substantial, sustained, standards-based work (87.50%);
  • Planned and guided cooperatively (79.17%); and
  • Met requirements for graduate credit (83.33%).

If an appropriate administrative position were to become open in the internship district, 91.67% of the interns would be recommended for the position

Results are aggregated across all 28 individuals in the overall report; Appendices A-D display the cohort results for East Hartford, Farmington, and Stamford, respectively.

All Cohorts

Your role:

Answer / Count / Percent
Assigned Administrator / 28 / 100.00%

Cohort:

Answer / Count / Percent
Bristol / 2 / 7.14%
East Hartford / 8 / 28.57%
Farmington / 9 / 32.14%
Stamford / 7 / 25.00%
Southeastern Connecticut / 2 / 7.14%

Setting for Internship:

Answer / Count / Percent
Urban / 13 / 46.43%
Suburban / 15 / 53.57%

Internship District:

Answer
Avon
Bristol
East Hartford
LEARN
Norwalk
Glastonbury Public Schools
Farmington
Manchester
Meriden
Bloomfield
Stratford
Region 15
Hartford
Farmington Public Schools
Capitol Region Education Council
Easton
Ridgefield
Norwalk Public Schools
East Lyme

1st major goal established for this internship:

Answer
Candidate will work to support PGS data teams
Candidate will lead discussions about literacy and individual assessment
Support staff in planning, implementing, and evaluating curriculum and instruction aligned with Common Core
Establish Positive School Climate
Review current student behavior systems
To gain an understanding of the demands of an administrator
CMT Analysis
School climate
To learn more about Plascotrac and how it can manage discipline issues.
K-2 Foundational Skills Developmental Sequence
School-wide Advisory Scheduling
Develop and implement Crisis/School Safety Plan
Gain insight and experience in building a positive school culture
Research behavior programs for possible implementation at Soundbridge
Curriculum
1.To become established in a department chair position and successfully fulfill administrative duties.
Debrief and discuss the realities of the principal’s role in cultivating and nurturing and positive learning environment where each student can reach their maximum potential
To design, communicate and execute an extensive professional development plan prepared for teachers in a new building
Work with mentor to create a positive school climate
NEASC

To what level was this goal accomplished?

Answer / Count / Percent
Met / 21 / 91.30%
Partially met / 2 / 8.70%

2nd major goal established for this internship:

Answer
Candidate will support Math curriculum development
Candidate will use technology to enhance professional development opportunities for staff
Experience ways in which leaders promote and sustain positive school climate
Analyze school emergency plans
Establishment of positive school climate and culture
To gain an understanding of the needs of an urban district
Middle School Schedules and Survey for Interventions
Investigate new ways to celebrate positive behaviors to encourage a positive school climate
Identify Literacy Student Outcome Measures for Teacher Evaluation
Safe School Climate Planning
Use data from school climate survey and develop action plan
Gain experience as an acting administrator
Learn re culture & climate programs in Wethersfield public schools
Understanding Culture development
Job preparation
2.To implement strategies learned during the school climate course into practice.
Debrief and discuss actions taken in response to: teacher, student, support staff and parental concern, the observation of instructional practices, and teacher evaluation.
Support teachers in designing their instruction around new technology given that their old resources were reallocated to other schools
Work with mentor to learn how she delegates work throughout her office and helps her housemasters become effective administrators.
NEASC

To what level was this goal accomplished?

Answer / Count / Percent
Met / 16 / 76.19%
Partially met / 5 / 23.81%

3rd major goal established for this internship:

Answer
Candidate will shadow building administration
Develop a theory of action and entry plan for building leadership
Collaborate with various school groups
Identification of leadership culture in the school
To learn about leadership styles
Review and Design of Handbook
Create laser focused interventions for resistors
Standardized Writing Improvement
Gain experience working as part of an administrative team
Learn re Soundbridge CMT/CAPT process
3.To become trained in PBIS strategies and to design a school-wide implementation plan.
Communicate with multiple vendors during a building project to oversee the installation of technology in the new building.
Observe discipline referrals and how they are dealt with.
NEASC

To what level was this goal accomplished?

Answer / Count / Percent
Met / 12 / 75.00%
Partially met / 2 / 12.50%
Not met / 1 / 6.25%
Not started / 1 / 6.25%
Building Level / District Level
1 / 2 / 3 / 4 / N/A / 1 / 2 / 3 / 4 / N/A
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 / 1
(4.17%) / 0
(0.00%) / 1
(4.17%) / 20
(83.33%) / 2
(8.33%) / 0
(0.00%) / 0
(0.00%) / 4
(16.67%) / 10
(41.67%) / 10
(41.67%)
Articulate a vision / 1
(4.17%) / 0
(0.00%) / 3
(12.50%) / 19
(79.17%) / 1
(4.17%) / 0
(0.00%) / 0
(0.00%) / 7
(29.17%) / 6
(25.00%) / 11
(45.83%)
Implement a vision / 0
(0.00%) / 1
(4.17%) / 4
(16.67%) / 17
(70.83%) / 2
(8.33%) / 0
(0.00%) / 0
(0.00%) / 5
(20.83%) / 8
(33.33%) / 11
(45.83%)
Steward a vision / 1
(4.17%) / 0
(0.00%) / 4
(16.67%) / 17
(70.83%) / 2
(8.33%) / 0
(0.00%) / 0
(0.00%) / 5
(20.83%) / 8
(33.33%) / 11
(45.83%)
Promote community involvement in the vision / 0
(0.00%) / 2
(8.33%) / 4
(16.67%) / 15
(62.50%) / 3
(12.50%) / 0
(0.00%) / 0
(0.00%) / 5
(20.83%) / 8
(33.33%) / 11
(45.83%)
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 / 1
(4.17%) / 0
(0.00%) / 0
(0.00%) / 21
(87.50%) / 2
(8.33%) / 0
(0.00%) / 0
(0.00%) / 3
(12.50%) / 11
(45.83%) / 10
(41.67%)
Provide effective instructional program / 1
(4.17%) / 0
(0.00%) / 3
(12.50%) / 19
(79.17%) / 1
(4.17%) / 0
(0.00%) / 0
(0.00%) / 4
(16.67%) / 10
(41.67%) / 10
(41.67%)
Apply best practice to student learning / 0
(0.00%) / 1
(4.17%) / 3
(12.50%) / 19
(79.17%) / 1
(4.17%) / 0
(0.00%) / 0
(0.00%) / 4
(16.67%) / 10
(41.67%) / 10
(41.67%)
Design comprehensive professional growth plans / 1
(4.17%) / 1
(4.17%) / 1
(4.17%) / 18
(75.00%) / 3
(12.50%) / 0
(0.00%) / 0
(0.00%) / 4
(16.67%) / 10
(41.67%) / 10
(41.67%)
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
(4.17%) / 0
(0.00%) / 5
(20.83%) / 16
(66.67%) / 2
(8.33%) / 0
(0.00%) / 0
(0.00%) / 5
(20.83%) / 8
(33.33%) / 11
(45.83%)
Manage operations / 1
(4.17%) / 0
(0.00%) / 3
(12.50%) / 18
(75.00%) / 2
(8.33%) / 0
(0.00%) / 0
(0.00%) / 5
(20.83%) / 8
(33.33%) / 11
(45.83%)
Manage resources / 1
(4.17%) / 0
(0.00%) / 3
(12.50%) / 17
(70.83%) / 3
(12.50%) / 0
(0.00%) / 0
(0.00%) / 4
(16.67%) / 9
(37.50%) / 11
(45.83%)
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 / 0
(0.00%) / 1
(4.17%) / 3
(12.50%) / 16
(66.67%) / 4
(16.67%) / 0
(0.00%) / 0
(0.00%) / 6
(25.00%) / 9
(37.50%) / 9
(37.50%)
Respond to community interests and needs / 0
(0.00%) / 1
(4.17%) / 3
(12.50%) / 17
(70.83%) / 3
(12.50%) / 0
(0.00%) / 0
(0.00%) / 6
(25.00%) / 9
(37.50%) / 9
(37.50%)
Mobilize community resources / 0
(0.00%) / 1
(4.17%) / 3
(12.50%) / 15
(62.50%) / 5
(20.83%) / 0
(0.00%) / 0
(0.00%) / 5
(20.83%) / 8
(33.33%) / 11
(45.83%)
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 / 1
(4.17%) / 0
(0.00%) / 0
(0.00%) / 23
(95.83%) / 0
(0.00%) / 0
(0.00%) / 0
(0.00%) / 1
(4.17%) / 17
(70.83%) / 6
(25.00%)
Acts fairly / 1
(4.17%) / 0
(0.00%) / 0
(0.00%) / 23
(95.83%) / 0
(0.00%) / 0
(0.00%) / 0
(0.00%) / 1
(4.17%) / 18
(75.00%) / 5
(20.83%)
Acts ethically / 1
(4.17%) / 0
(0.00%) / 0
(0.00%) / 23
(95.83%) / 0
(0.00%) / 0
(0.00%) / 0
(0.00%) / 1
(4.17%) / 18
(75.00%) / 5
(20.83%)
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 / 1
(4.17%) / 0
(0.00%) / 2
(8.33%) / 21
(87.50%) / 0
(0.00%) / 0
(0.00%) / 0
(0.00%) / 4
(16.67%) / 15
(62.50%) / 5
(20.83%)
Respond to the larger context / 1
(4.17%) / 0
(0.00%) / 4
(16.67%) / 19
(79.17%) / 0
(0.00%) / 0
(0.00%) / 0
(0.00%) / 4
(16.67%) / 13
(54.17%) / 7
(29.17%)
Influence the larger context / 1
(4.17%) / 1
(4.17%) / 3
(12.50%) / 18
(75.00%) / 1
(4.17%) / 0
(0.00%) / 0
(0.00%) / 4
(16.67%) / 12
(50.00%) / 8
(33.33%)
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 / 1
(4.17%) / 0
(0.00%) / 2
(8.33%) / 21
(87.50%) / 0
(0.00%) / 0
(0.00%) / 0
(0.00%) / 3
(12.50%) / 14
(58.33%) / 7
(29.17%)
Planned and guided cooperatively / 1
(4.17%) / 0
(0.00%) / 3
(12.50%) / 19
(79.17%) / 1
(4.17%) / 0
(0.00%) / 0
(0.00%) / 3
(12.50%) / 13
(54.17%) / 8
(33.33%)
Met requirements for graduated credit / 1
(4.17%) / 0
(0.00%) / 2
(8.33%) / 20
(83.33%) / 1
(4.17%) / 0
(0.00%) / 0
(0.00%) / 3
(12.50%) / 13
(54.17%) / 8
(33.33%)

Please rate the candidate on the following professional skills and characteristics

1 / 2 / 3 / 4 / 5 / NA
Interaction with colleagues / 0
(0.00%) / 0
(0.00%) / 1
(4.35%) / 3
(13.04%) / 19
(82.61%) / 0
(0.00%)
Interaction with students / 0
(0.00%) / 0
(0.00%) / 2
(8.70%) / 2
(8.70%) / 18
(78.26%) / 1
(4.35%)
Interaction with parents / 0
(0.00%) / 0
(0.00%) / 1
(4.35%) / 2
(8.70%) / 15
(65.22%) / 5
(21.74%)
Interactions with subordinates / 0
(0.00%) / 0
(0.00%) / 1
(4.35%) / 2
(8.70%) / 15
(65.22%) / 5
(21.74%)
Oral communication skills / 0
(0.00%) / 0
(0.00%) / 0
(0.00%) / 6
(26.09%) / 17
(73.91%) / 0
(0.00%)
Written communication skills / 0
(0.00%) / 0
(0.00%) / 1
(4.35%) / 4
(17.39%) / 18
(78.26%) / 0
(0.00%)
Attention to personal growth / 0
(0.00%) / 0
(0.00%) / 1
(4.35%) / 2
(8.70%) / 20
(86.96%) / 0
(0.00%)
Ability to contribute independently / 0
(0.00%) / 0
(0.00%) / 2
(8.70%) / 1
(4.35%) / 20
(86.96%) / 0
(0.00%)
Leadership of groups / 0
(0.00%) / 0
(0.00%) / 2
(8.70%) / 2
(8.70%) / 17
(73.91%) / 2
(8.70%)
Dependability / 0
(0.00%) / 1
(4.35%) / 2
(8.70%) / 0
(0.00%) / 19
(82.61%) / 1
(4.35%)

Now that the internship is completed, at what stage do you believe the relationship between you and your intern ended?

Answer / Count / Percent
Sharing / 3 / 12.50%
Open / 21 / 87.50%

Why?

Answer
Candidate had a hard time being in the district this term and working on projects for School. Most of his hours were in his home district, School.
Candidate has done a great job!
We have shared many quality conversations because we trust each other and work well together. Now that Candidate has been hired by School to serve as a principal I look forward to our continued friendship and the opportunity to work together as colleagues.
Great discussions
We have developed an honest and trusting relationship where feedback both constructive and complimentary is shared openly. We often debate the merits of possible solutions to relevant issues.
Great conversations about all aspects of education as well as personal life.
Candidate has stated that the internship process this year was somewhat overwhelming for him as there were many personal issues that needed his attention. He has been honest and forthright with this information and I am hoping year 2 will be a stronger one for Candidate.
Candidate is open to feedback, reflective, and always professional.
Candidate and I developed an easy rapport that allowed us to freely discuss current issues in education. It also provided Candidate with situational events where she could give her opinion on how she would handle any issue that came up. Candidate also asked to be involved in some of the things School had coming up such as walk throughs, creating Home School compacts, and presenting on Parent Nights.
We work to benefit the students by sharing our ideas and vision.
Candidate believes in open and honest communication. We have interacted electronically and in person for many hours. Our discussions have been extensive and her willingness to contribute has been impressive. I seek her opinion often due to the openness of our professional relationship.
Professional, empathetic, and honest.
She's very open, always willing to express feelings/concerns about the work she is doing. I feel like she's become a partner.
We simply did not have enough time together.
Candidate continues to work in my school.
We have established an excellent professional relationship grounded in reciprocal trust and respect.
Candidate very motivated to learn and be the best administrative child advocate she can be.
Any and all topics were openly discussed with honesty and enthusiasm.

If an appropriate administrative position came open in your district, would you employ or recommend this intern for employment?

Answer / Count / Percent
Yes / 22 / 91.67%
No / 1 / 4.17%
Unsure / 1 / 4.17%

Why?

Answer
Candidate has a lot to offer, although we had very little time together to explore his true ability. I wish him all of the best in the future!
Candidate is going to make great contributions to education with his 092!
Absolutely - School is lucky to have her!
Hard working and goal oriented
Candidate is both competent and confident. She has a strong work ethic and integrity.
Has the ability and knowledge to be successful as an administrator
Looking for a strong commitment to year 2 as I believe Candidate has the capacity to become a good administrator.
Candidate has truly grown within the two years of this internship. He is creative, knowledgeable, and hard working. He is able to juggle the demands of any leadership/administrative position.
Candidate has several strengths. First, she is experienced with Elementary School instruction and has observed several classes with her administrator and has been on walk throughs with me in her two year internship. Second, Candidate has an expertise with Computer Technology. This is an added dimension to her capabilities because she can lead workshops for teachers and parents. Third, Candidate is an active listener. She listens and paraphrases then she makes well informed decisions.
She has extraordinary talent and would be an asset to any district.
Candidate has developed the necessary skills to thrive in an administrative position. She understands the various facets that the job will entail and she has the "people skills" necessary to be successful.
Articulate, well-prepared, and ready for challenges.
She is bright, talented, hard-working, and sensitive.
Candidate is an outstanding educator.
Candidate has displayed the degree of knowledge, ethical character, and motivation required of a school administrator.
She's smart, ethical and driven!
Candidate is well prepared, able to articulate a clear vision, has a warm personality, understands the value of relationships, and has the work ethic to be effective.

What do you feel are two of the strengths of this internship?

Answer
please refer to last response
Candidate worked closely with the teachers on new learning. Candidate worked closely with me to build strategies for continuous growth.
I learned as much (if not more) from Candidate as she learned from me. I also think having the cohort provides the interns with a strong networking group.
Collaboration of teachers and administrators to achieve all goals
The practical work that is done.
Two way information going back and forth between us.Hearing about a different situation than what I am in now.
The communication which is open and honest
1. Your students are part of a cohort-learning from each other. 2. Time and opportunity to contribute to school improvement efforts.
This internship has helped me develop future leadership talent and then has helped me grow professionally.
Local, allowed intern to contribute in a meaningful way as a school leader since the internship was here at our school.
The application of research to effective instruction.
1. Reflective nature and willingness to learn. 2. Student-centered focus when faced with making difficult decisions.
Additional supports by having an intern so that we were able to get a lot done over the past two years; Elevated professional dialogue by including me in discussions regarding her readings/assignments.
It caused me to be more reflective about my practice, and it gives me a different perspective for conducting my work.
hands-on experiences; direct relationship to the actual work
The flexibility for Candidate to be involved with all facets of school administration, as well as on-site training.
1. Practical application of 2. Promotion of collaborative skills
Candidate's being given opportunity to experience demographics of their choice and support of advisors.
Practical application and promotion of collaboration.
The candidate and her preparation.
Detail oriented.

Please share any ways in which you feel the internship experience can be strengthened or modified for improvement.

Answer
Candidate needs time with a principal to shadow and work consistently on projects
none
More time for interns to be at the school working with the mentor principal. I know it is hard for them to get out, but being able to shadow and even take on some of the responsibilities of the principalship with guidance and support from the mentor principal is the strength of this program.
Broaden the experiences of the clinical supervisors to include non traditional schools like magnets.
It is important the mentor and mentee establish a bond. I WOULD RECOMMEND THAT THERE BE ACTIVITIES TO ENCOURAGE THAT BONDING.
Time commitment very difficult for working educators and not all school systems are giving the support needed to give interns time at other schools.
Although we have made this work, I would discourage interns from taking on internships within their own school.
I do not have any ideas concerning improvement at this time.
If possible, add the amount of time the intern works directly with the mentor. This is not a simple task as the intern has other professional responsibilities.
Would like to have met the cohort and other administrators working with this group.
I wish our interns could spend more time with us, but I understand why that's hard.
UCONN should provide more detail with regard to experiences for the intern in my school. I received little direction.

What is the one significant thing that you learned during this internship experience?

Answer
Na
Candidate is an LA expert!
Candidate told me about a workshop with Lucy Calkins on The Pathways to the Common Core. I took several teachers to the workshop. I learned a lot about reading and the common core because of Candidate’s expertise.
Positive things can be accomplished with team work
The importance of honest communication.
That there are people who will be able to take over when I am gone from education.
Time commitment most important and that the self reflection of the candidate has been honest at all times.
How to use technology more effectively (my blog) to communicate with stakeholders.
That interns may only get snap shots of the school they are paired with. It would be better if the interns were actually placed in the school they worked in or if they were allowed a leave for the duration of their internship.
Candidate can receive an 093 without ever teaching.
The importance of discussing important decisions with colleagues prior to making final decisions.
Candidate shared information on responsive classroom models for the middle school.
I furthered my learning that what I say to an aspiring administrator must be carefully thought out.
Candidate reads more educational leadership periodicals and journals than I do!
It served
How critical it is to support aspiring administrators.
It served to underscore for me the importance of helping younger teachers advance their careers while also building bridges in a personal way with other educators.
Kudos to the classroom preparation and quality of the candidates in the UCAPP cohort.
Delegate more.

How did this experience help you be more reflective about your own practice?