Louisiana State University – Shreveport
Spring 2020, AP2 Term
EDL 716 – Internship (one credit-hour) Syllabus, Activity Log, and Final Exam
Student LAST Name:
Goodie
Student FIRST Name:
Branda
Student Cell Number:
(337) 298-6218
Student LSUS Email:
B19004506@lsus.edu
Campus You Work On:
Alice Boucher Elementary
District You Work In:
Lafayette Parish
Mentor Name (Administrator from Your Campus):
Rose Marcel
Mentor Email:
rmmarcel@lpssonline.com
Is this your 1st, 2nd, 3rd, or 4th time to take EDL 716:
1st
INTRODUCTION: This shared document will serve as the syllabus, the data collection document, and the Final Exam for EDL 716 – Internship. Students are required to take this class FOUR times. Each offering of the course is worth ONE credit hour.
NOTABLE CHANGES IN PROCESS: All the courses in the LSUS MEDL program are currently undergoing some revision as result of our accreditation requirements. Three changes relevant to gaining credit in the course are:
1) Standards Evolution: LSUS is now using the National Educational Leadership Preparation (NELP) Standards as the basis of our programming. Those NELP Standards can be found in BLUE font at the bottom of this document.
2) Final Exam: Students using alternative assignments are required to complete a Final Exam. That Final Exam can be found at the very bottom of the activity log below, in RED font.
VISION STATEMENT: Louisiana State University in Shreveport, a premier regional university recognized for excellence in teaching, scholarly activity, and service, will foster the principles that education is more than training, that wisdom is more than knowledge, and that service to the greater society is an obligation of each educated person.
MISSION STATEMENT: The mission of Louisiana State University in Shreveport College of Education and Human Development is cultivating responsible professionals who are committed to diversity, critical thinking, and pedagogy.
SUPERVISING LEAD LEARNER: Nelson Coulter, Ed. D. Email address: Nelson.Coulter@LSUS.edu Phone: (806) 340-0123
COMMUNICATIONS WITH Dr. Hylen: Email communication is preferred. Students can expect Dr. Hylen response to all inquiries within 24 hours.
ZOOM Sessions: There are no weekly ZOOM sessions for EDL 716.
REQUIRED RESOURCES and ACCESS:
> NO TEXTBOOK is required for this course.
COURSE STANDARDS: The 2018 National Educational Leadership Preparation (NELP) Standards will be used for this course. The NELP Standards can be found at the bottom of this document, in blue font.
COURSE DESCRIPTION AND EXPECTED STUDENT LEARNING OUTCOMES: Students satisfactorily completing this course will have experienced and successfully documented the following:
> Field experiences and clinical practice in a school environment highly aligned to those of school-based leaders (NELP 8.1).
> Field internship experiences documented for the equivalent of 60 clock hours for the seven-week term (NELP 8.2).
> Substantive interaction and support from a qualified on-site Mentor, agreed upon by both the intern and LSUS faculty (NELP 8.3).
> Field internship experiences commensurate with all eight of the NELP Standards for School Leadership.
COURSE GRADING CRITERIA:
Rubric for Internship Assessment
Grade of A
Grade of B
No Credit
The student completes all required Internship experiences and logs at least 60 hours of internship field experience, in professional manner and in timely fashion.
The student logs at least 60 hours of required Internship experiences, but the experiences are notably lacking in variety.
The student fails to log the required 60 hours of internship field experience.
REQUIRED LEARNING TASKS:
The learning tasks required in this course are enumerated/articulated in the table below. Both the student and Dr. Hylen have editing rights to this shared document. The student should fill in the cells of the table as internship activities are experienced.
DOCUMENTATION OF FIELD EXPERIENCES: Documentation of field experiences may begin on Day 1 of the term for students taking EDL 716 for the first time. For students who have completed previous offerings of EDL 716, field experiences accrued between the close of the last term and the official start date of the current term may be logged as creditable activity.
DOCUMENTATION LOG:
Internship Experience
Date completed
NELP Standard(s) aligned to this task (use substandard coding, such as NELP 1.4, NELP 3.2, etc).
Description
of the task
Hours logged go in this column: 60 hours minimum (show in quarter hour increments such as 1.5, 2.25, .75, etc.).
Leadership:
Using the two links at right, respond fully to the learning prompts below the links.
What two sources did you examine (include links or APA citation)?
Meet Lt Dyke: https://www.youtube.com/watch?v=Q80DmaoN_I4
Replacing Lt. Dyke: https://www.youtube.com/watch?v=85AnXSlbt0Y
Identify three key traits identified in “Meet Lt Dyke” video that you believe revealed why Lt. Dyke was a poor leader.
Why do you think making no decisions is worse than making a poor decision as a leader?
Identify three (3) challenges Major Winters faced in replacing Lt. Dyke as a platoon leader.
What were the individual leadership issues Major Winters had with each of the possible replacements for Lt. Dyke?
What are your top three (3) takeaways from reviewing this information?
What in this information was the newest/freshest learning for you?
Principal
Find and examine the state standards, expectations, or guidelines for campus principals from TWO (2) states – any two states you like.
Respond fully to each of the learning prompts at the right.
What two sources did you examine (include links or APA citation)?
Identify five (5) substantial commonalities in the CONTENT of these sources.
Identify two (2) differences in the CONTENT of these sources.
What are your top three (3) takeaways from reviewing this information?
What in this information was the newest/freshest learning for you?
What in this information was the most surprising/unexpected learning for you?
Counselor
Find and examine the state standards, expectations, or guidelines for school counselors from TWO (2) states – any two states you like.
Respond fully to each of the learning prompts at the right.
What two sources did you examine (include links or APA citation)?
Identify five (5) substantial commonalities in the CONTENT of these sources.
Identify two (2) differences in the CONTENT of these sources.
What are your top three (3) takeaways from reviewing this information?
What in this information was the newest/freshest learning for you?
What in this information was the most surprising/unexpected learning for you?
Special Education Administrator
Find and examine the standards, expectations, or guidelines for special education administrators or directors from TWO (2) states – any two states you like.
Respond fully to each of the learning prompts at the right.
What two sources did you examine (include links or APA citation)?
Identify five (5) substantial commonalities in the CONTENT of these sources.
Identify two (2) differences in the CONTENT of these sources.
What are your top three (3) takeaways from reviewing this information?
What in this information was the newest/freshest learning for you?
What in this information was the most surprising/unexpected learning for you?
School Nurse
Find and examine the state standards, expectations, or guidelines for school nurses from TWO (2) states – any two states you like.
Respond fully to each of the learning prompts at the right.
What two sources did you examine (include links or APA citation)?
Identify five (5) substantial commonalities in the CONTENT of these sources.
Identify two (2) differences in the CONTENT of these sources.
What are your top three (3) takeaways from reviewing this information?
What in this information was the newest/freshest learning for you?
What in this information was the most surprising/unexpected learning for you?
Site-Based Decision Making
Find and examine the standards, expectations, or guidelines for school site-based decision making from TWO (2) states – any two states you like.
Respond fully to each of the learning prompts at the right.
What two sources did you examine (include links or APA citation)?
Identify five (5) substantial commonalities in the CONTENT of these sources.
Identify two (2) differences in the CONTENT of these sources.
What are your top three (3) takeaways from reviewing this information?
What in this information was the newest/freshest learning for you?
What in this information was the most surprising/unexpected learning for you?
School Governance
Find and examine the standards, expectations, or guidelines for school governance from TWO (2) states – any two states you like.
Respond fully to each of the learning prompts at the right.
What two sources did you examine (include links or APA citation)?
Identify five (5) substantial commonalities in the CONTENT of these sources.
Identify two (2) differences in the CONTENT of these sources.
What are your top three (3) takeaways from reviewing this information?
What in this information was the newest/freshest learning for you?
What in this information was the most surprising/unexpected learning for you?
School Financial Stewardship
Find and examine the standards, expectations, or guidelines for school financial management from TWO (2) states – any two states you like.
Respond fully to each of the learning prompts at the right.
What two sources did you examine (include links or APA citation)?
Identify five (5) substantial commonalities in the CONTENT of these sources.
Identify two (2) differences in the CONTENT of these sources.
What are your top three (3) takeaways from reviewing this information?
What in this information was the newest/freshest learning for you?
What in this information was the most surprising/unexpected learning for you?
Campus Improvement Plans
Find and examine the standards, expectations, or guidelines for school financial management from TWO (2) states – any two states you like.
Respond fully to each of the learning prompts at the right.
What two sources did you examine (include links or APA citation)?
Identify five (5) substantial commonalities in the CONTENT of these sources.
Identify two (2) differences in the CONTENT of these sources.
What are your top three (3) takeaways from reviewing this information?
What in this information was the newest/freshest learning for you?
What in this information was the most surprising/unexpected learning for you?
School Crisis Management Plans
Find and examine the standards, expectations, or guidelines for school crisis management from TWO (2) states – any two you like.
Respond fully to each of the learning prompts at the right.
What two sources did you examine (include links or APA citation)?
Identify five (5) substantial commonalities in the CONTENT of these sources.
Identify two (2) differences in the CONTENT of these sources.
What are your top three (3) takeaways from reviewing this information?
What in this information was the newest/freshest learning for you?
What in this information was the most surprising/unexpected learning for you?
School Communications
Find and examine the guidelines for effective school communications from any TWO (2) sources.
Respond fully to each of the learning prompts at the right.
What two sources did you examine (include links or APA citation)?
Identify five (5) substantial commonalities in the CONTENT of these sources.
Identify two (2) differences in the CONTENT of these sources.
What are your top three (3) takeaways from reviewing this information?
What in this information was the newest/freshest learning for you?
What in this information was the most surprising/unexpected learning for you?
Facilities Management
Find and examine the standards, expectations, or guidelines for school facilities management from any TWO (2) sources.
Respond fully to each of the learning prompts at the right.
What two sources did you examine (include links or APA citation)?
Identify five (5) substantial commonalities in the CONTENT of these sources.
Identify two (2) differences in the CONTENT of these sources.
What are your top three (3) takeaways from reviewing this information?
What in this information was the newest/freshest learning for you?
What in this information was the most surprising/unexpected learning for you?
PTA or PTO or School Advisory Councils
Find and examine the standards, expectations, or guidelines for school auxiliary support groups from TWO (2) sources.
Respond fully to each of the learning prompts at the right.
What two sources did you examine (include links or APA citation)?
Identify five (5) substantial commonalities in the CONTENT of these sources.
Identify two (2) differences in the CONTENT of these sources.
What are your top three (3) takeaways from reviewing this information?
What in this information was the newest/freshest learning for you?
What in this information was the most surprising/unexpected learning for you?
Review the “Conflict Resolution” power point uploaded in Module 1 on Moodle and complete the “What’s my Style” inventory.
Respond fully to the learning prompt at the right.
Complete Conflict Management Style Self-Assessment and write a one-page reflection including steps you will take to improve (Incorporate information from the power point in your reflection). You can attach the one-page reflection at the end of this document.
Conflict Resolution:
Using the link at right, respond fully to the learning prompts below the link.
OMIT
OMIT
Link: Conflict Resolution – https://www.youtube.com/watch?v=EABFilCZJy8
Identify three (3) aspects of Tim’s approach that relate directly to the material presented on Conflict Resolution.
Identify two (2) recommendations by Tim that relate to the material presented in “Coaching People”.
Would you have responded the same way as Tim when he found Moby using his toothbrush? Why or why not?
Do you agree with Tim’s recommendations to his young writer? What advise might you have given?
Managing People
Review the material uploaded in the “Coaching People” folder in Module 2 in Moodle.
Respond fully to each of the learning prompts at the right.
What are your top five (5) takeaways from the content of these sources.
Identify two (2) recommended coaching styles these sources.
What in this information was the newest/freshest learning for you?
What in this information was the most surprising/unexpected learning for you?
Master Scheduling
Find and examine the guidelines for master scheduling in schools from any TWO (2) sources.
Respond fully to each of the learning prompts at the right.
What two sources did you examine (include links or APA citation)?
Identify five (5) substantial commonalities in the CONTENT of these sources.
Identify two (2) differences in the CONTENT of these sources.
What are your top three (3) takeaways from reviewing this information?
What in this information was the newest/freshest learning for you?
What in this information was the most surprising/unexpected learning for you?
Review the material uploaded in the “At-Risk Student Populations” folder in Module 3 in Moodle
Respond fully to each of the learning prompts at the right.
What are your top five (5) takeaways from the content of these sources?
Identify two (2) questions you would like answered about dealing with at-risk student populations.
What in this information was the newest/freshest learning for you?
What in this information was the most surprising/unexpected learning for you?
Review the material uploaded in the “Culture and Collaboration” folder in Module 4 in Moodle
Respond fully to each of the learning prompts at the right.
What are your top five (5) takeaways from the content of these sources?
Identify two (2) questions you would like answered about dealing with at-risk student populations.
What in this information was the newest/freshest learning for you?
What in this information was the most surprising/unexpected learning for you?
Find and examine the Codes of Conduct (Discipline) Handbooks
from any two (2) schools/districts.
Respond fully to each of the learning prompts at the right.
What two sources did you examine (include links or APA citation)?
Identify five (5) substantial commonalities between these two sources.
Identify two (2) differences between them.
What are your top three (3) takeaways from reviewing this information?
What in this information was the newest/freshest learning for you?
The offering of scholarships to attend these schools.
What in this information was the most surprising/unexpected learning for you?
.
Intern-Mentor-Professor phone consult
NELP 8.3
Notes: First-time takers of EDL 716 should schedule with nc, via email, a time for a brief phone conversation among the intern, the site-based mentor, and nc. The earlier this conversation can be had, the better. The consult will be fairly brief (10 minutes or so). Feel free to share this document with the mentor prior to the phone conversation.
For students who have had this conversation in a previous term, this phone orientation is not required.
Intern Notes and Phone Consult Summary go here>>>
Principal Interview
1. What positions have you held in your career as an educator?
The following positions I have held during my educational career are the following:
Classroom Teacher (First, Second, Third, and Fourth)
After School Tutoring Coordinator
Reading Facilitator
Instructional Strategist
District Instructional Coach (ELA)
Assistant Principal
2. How long have you been in this position?
I have been in my current position for six and half months.
3. In what ways did the job of a principal differ from what you had expected?
The job of principal differs from what I expected by dealing with small issues that could have been solved by staff. Also, dealing with the different personalities of the staff and students.
4. How do you describe your role as a campus principal?
My role as a campus principal is being the Instructional Leader that makes instructional decisions based on the data. In addition, setting the tone for the school culture and being the mediator for communication between the district, parents, staff and students.
5.Explain how you facilitate campus-based decision making.
The campus-based decision making is based on data and observations. I am very transparent with my staff and when I have a discussion about school-based decisions, the data is a major part of the discussion.
6. Explain your strategy for instructional leadership.
The strategy for instructional leadership is being well versed in the school’s data. Also, using the data to make instructional decisions that will enhance instruction in all areas and improve the students’ proficiency levels.
7. Explain your strategy for student discipline.
For the discipline component, the students have to know there is a consequence for their actions, but restorative practices are incorporated to let the student know how to deal with the situation properly if it occurs again. Students that are demonstrating positive behavior are acknowledged and are given behavior incentives. In addition, a school wide discipline plan that is implemented with fidelity throughout the entire school.
8. Explain your involvement in campus budgeting.
The budgeting component has many different levels. Some parts of the budget is done by the district, but other parts are done by school leadership. However, the district has the final approval of the entire budget.
9.What do you consider to be your greatest challenge as a campus principal?
My greatest challenge as a campus principal is being appointed to the job a month after school had started. I did make some changes, but I did not want to make a lot of changes because of the school morale and climate. Therefore, I concentrated on the top three. They were academics, discipline, and school climate.
Counselor Interview
1. Describe what you see as your role.
My job is to be an advocate for the kids. It is my job to give them the tools they need to reach their full potential. It is my job to teach classroom lessons to promote positive social/emotional growth. It is my job to identify students who would benefit from group counseling and individual counseling. It is my job to teach the students to take an active role in their own learning.
2. Which part of that role do you consider to be the most challenging?
Many of my kids come from hard places and have experienced a lot of trauma already in their young lives. It is challenging to motivate them to be successful at school when they are living in survival mode at home. One thing that has been very challenging this year is getting parents to come to SBLC meetings so we can provide students with accommodations in the classroom that would help them be more successful.
3. Explain your involvement in testing and assessment.
I am the backup for LEAP 2025. Once LEAP season starts, it pretty much takes over my job. Last year I had to prepare all the 3rd and 4th grade LEAP books for math, science, ELA, and social studies. I spent the majority of the end of the school year dealing with LEAP. Throughout the regular school year, I am a member of the SBLC team (sometimes as chair) and I am responsible for all my grade levels 504 plans. I have the do a yearly review of every plan for my grade level and 3 year reveals for my grade level. I also have to schedule SBLC meetings for behavior and academic concerns. I run the meetings so I get the opportunity to talk to parents about their child.
4.Explain your involvement in helping students with personal problems and the limitations that are placed on you in that area.
I rely on teachers to tell me when students are having personal problems. Sometimes by the time I find out about the problem, it has been going on for a while. Kids will tell me in the hall if they need to see me so I will try and schedule them. I used to have a system where students filled out a slip requesting to see me, but I got so many I couldn’t keep up and most of them were just trying to get out of class. They marked everything as a major problem. If a student has an ongoing personal problem, I put them on my weekly schedule.
5.Explain your involvement with parents.
The majority of my interaction with parents is through SBLC. I speak to them about setting up meetings to discuss academic/behavior concerns. I speak to them about 504 services. I run the meetings. I also help parents who need outside counseling resources. I help them get school uniforms when needed. I set up and/or attend meetings with parents who have concerns about their children.
6. What are some preventive activities that you utilize to help students avoid problems?
I teach classroom lessons based on teacher recommendations and office referrals. I do conflict resolution when problems begin to arise between students. I try to meet with students who have had behavior issues in the past to try and prevent behavior problems from occurring in the current school year. I reward students on behavior plans for meeting their goals.
Special Education Administrator Interview
1.Please describe your role
The title I hold is Special Education Program Supervisor ll. I am paid with IDEA funds and work 100% with IDEA students. I attend IEP meetings, make sure rosters are correct, help train new special education teachers, make sure IEPs are state and locally compliant, attend hearings, conduct monthly meetings, attend conferences, help school administrators with special education problems, answer parent concerns, handle bus issues, Conduct FBA’s and write Behavior Plans and whatever else comes my way.
2. Explain the different personnel involved in Special Education and their roles.
The title I hold is Special Education Program Supervisor ll. I am paid with IDEA funds and work 100% with IDEA students. I attend IEP meetings, make sure rosters are correct, help train new special education teachers, make sure IEPs are state and locally compliant, attend hearings, conduct monthly meetings, attend conferences, help school administrators with special education problems, answer parent concerns, handle bus issues, Conduct FBA’s and write Behavior Plans and whatever else comes my way.
I am under the supervision of our Director who assigns schools to us to supervise as well as decides on student placement and interim IEPs. Also, the Director handles the IDEA budget and meets with the Superintendent each week to discuss district issues. The director also conducts staffing each week with the team. Lead Pupil Appraisal Member oversees the Pupil Appraisal teams assigned within the district that are made up of the core team consisting of an Ed. Diagnostician, Ed Psychologist and Speech Therapist. If needed: An Occupational Therapist, Physical Therapist, VI and Hearing-Impaired Therapist, Mobility Therapist and Adapted PE.
3.What do you feel are the most important legal issues and considerations for Special Education administrators to be aware of?
I believe the most important legal issue is following the IEP and providing services that are in the IEP with fidelity. Special Education Administrators should also be aware of discipline issues dealing with Special Education students. The Federal law allows that 10 days are the maximum days for suspension for the students. Of course, guns, serious bodily injury, and weapons are an exception.
4.What do you find to be the most challenging part of your job?
The most challenging part of my job is dealing with parents who have unrealistic
expectations for their children academically.
5.What knowledge would have been helpful, had you already known it, when taking this
Position?
I would have liked someone with experience to have mentored me. It would have kept me from making mistakes and learning by “the school of hard knocks”. I was thrown into this job
to “sink or swim.” My job requires a great deal of people skills with interacting with many different kinds of people.
School Nurse Interview
1. Would you please describe for me the overall responsibilities of your position?
The school nurse assesses students with illnesses/injuries, we administer medication per doctors’ orders, perform procedures (tube feedings, catheterizations, etc…), conduct hearing and vision screenings throughout the parish, complete immunization audits, create health plans for students with any special nursing needs.
2. What do you see as your greatest challenges?
One challenge would be getting the parents to comply/follow through on their end. For example, keeping students’ home when they are sick, following up with the doctor after screenings and bringing back referral paperwork, sometimes even being able to get a hold of them by phone.
3. What are the annual activities and reports for which you are responsible?
Hearing and vision screenings at all schools in Lafayette Parish, immunization audits.
Attend a Campus Site-Based Decision-Making Committee Meeting
Intern Notes and Summary go here>>>
Conduct all or part of a faculty meeting
Intern Notes and Summary go here>>>
Review and report on the Campus Improvement Plan
I learned that the School Improvement Plan (SIP) is a road map that offers the guidelines towards the changes that a school requires enhancing student achievements and demonstrating how and when the changes should be implemented. The plan should utilize approaches founded on scientific research. These are interventions proven to enhance the basic academic areas under consideration. It should utilize policies that are highly likely to enhance the areas in considerations. These policies make sure that all student groups will obtain relevant improvements. The plan should also formulate assessments and benchmarks when verifying that it is working. This calls for ensuring that the objectives should be precisely presented and feasible.
The plan should also consist of additional activities when necessary. It should focus on enhancing overall professional development for educators and establish a proper teacher mentoring initiative. It usually takes two years to meet the requirements of a SIP, and two years for an institution to work its way out of a plan. In case the plan proves effective for over a two-year duration, and the learners’ scores align with the federal benchmarks, the institution is released from its improvement plan needs.
Review and report on the School Crisis Plan
When it comes to crisis and emergencies, the administrators should carry out the following. First, there should be a disaster recovery plan for responding to various emergencies such as mass shooting and fire. The plan should have all the essential steps that will be followed in the event an emergency happens. Second, the learners and teachers should be exposed to drills that will help them acquire skills relevant to emergencies. The drills are important in making the learners acquire effective skills in response to an emergency. Third, the administrators should set apart key resources such as fire extinguishers that can be utilized in responding to an emergency. Also, there should be proper exits that can be used for vacating a building. Finally, buildings and fences erected should be designed in a manner that keeps off man-made calamities such as active shooters and burglars. In essence, there should be efforts for minimizing risks and for responding to an attack.
Attend a special education IEP Development Meeting (aka, ARD Meeting)
Intern Notes and Summary go here>>>
Attend a school board meeting
Intern Notes and Summary go here>>>
Attend a meeting of the PTA, School Boosters, or other type of auxiliary school support group
Intern Notes and Summary go here>>>
Sit in on a parent conference (if possible)
Intern Notes and Summary go here>>>
Supervision of bus loading and unloading
Intern Notes and Summary go here>>>
Insert additional intern experiences here, and in the rows below. Add additional rows as needed.
Intern Notes and Summary go here>>>
Intern Notes and Summary go here>>>
Intern Notes and Summary go here>>>
Intern Notes and Summary go here>>>
Intern Notes and Summary go here>>>
FINAL >
EXAM >
FINAL >
EXAM >
FINAL >
EXAM >
FINAL EXAM
1. As you reflect on your experiences this term, explain how your school leadership skills have improved. Please make direct reference to applicable NELP Standards 1-7 in this explanation.
2. Describe how your campus mentor has facilitated your growth as a school leader this term.
YES, log the time you spent doing this exam right here…
Internship hours confirmed by nc >>>
??
2018 NELP Standards
Standard 1: Mission, Vision, and Improvement
Component 1.1 Program completers understand and demonstrate the capacity to collaboratively evaluate, develop, and communicate a school mission and vision designed to reflect a core set of values and priorities that include data use, technology, equity, diversity, digital citizenship, and community.
Component 1.2 Program completers understand and demonstrate the capacity to lead improvement processes that include data use, design, implementation, and evaluation.
Standard 2: Ethics and Professional Norms
Component 2.1 Program completers understand and demonstrate the capacity to reflect on, communicate about, cultivate, and model professional dispositions and norms (i.e., fairness, integrity, transparency, trust, digital citizenship, collaboration, perseverance, reflection, lifelong learning) that support the educational success and well-being of each student and adult.
Component 2.2 Program completers understand and demonstrate the capacity to evaluate, communicate about, and advocate for ethical and legal decisions.
Component 2.3 Program completers understand and demonstrate the capacity to model ethical behavior in their personal conduct and relationships and to cultivate ethical behavior in others.
Standard 3: Equity, Inclusiveness, and Cultural Responsiveness
Component 3.1 Program completers understand and demonstrate the capacity to use data to evaluate, design, cultivate, and advocate for a supportive and inclusive school culture.
Component 3.2 Program completers understand and demonstrate the capacity to evaluate, cultivate, and advocate for equitable access to educational resources, technologies, and opportunities that support the educational success and well-being of each student.
Component 3.3 Program completers understand and demonstrate the capacity to evaluate, cultivate, and advocate for equitable, inclusive, and culturally responsive instruction and behavior support practices among teachers and staff.
Standard 4: Learning and Instruction
Component 4.1 Program completers understand and can demonstrate the capacity to evaluate, develop, and implement high-quality, technology-rich curricula programs and other supports for academic and non-academic student programs.
Component 4.2 Program completers understand and can demonstrate the capacity to evaluate, develop, and implement high-quality and equitable academic and non-academic instructional practices, resources, technologies, and services that support equity, digital literacy, and the
school’s academic and non-academic systems.
Component 4.3 Program completers understand and can demonstrate the capacity to evaluate, develop, and implement formal and informal culturally responsive and accessible assessments that support data-informed instructional improvement and student learning and well-being.
Component 4.4 Program completers understand and demonstrate the capacity to collaboratively evaluate, develop, and implement the school’s curriculum, instruction, technology, data systems, and assessment practices in a coherent, equitable, and systematic manner.
Standard 5: Community and External Leadership
Component 5.1 Program completers understand and demonstrate the capacity to collaboratively engage diverse families in strengthening student learning in and out of school.
Component 5.2 Program completers understand and demonstrate the capacity to collaboratively engage and cultivate relationships with diverse community members, partners, and other constituencies for the benefit of school improvement and student development.
Component 5.3 Program completers understand and demonstrate the capacity to communicate through oral, written, and digital means within the larger organizational, community, and political contexts when advocating for the needs of their school and community.
Standard 6: Operations and Management
Component 6.1 Program completers understand and demonstrate the capacity to evaluate, develop, and implement management, communication, technology, school-level governance, and operation systems that support each student’s learning needs and promote the mission and vision of the school.
Component 6.2 Program completers understand and demonstrate the capacity to evaluate, develop, and advocate for a data-informed and equitable resourcing plan that supports school improvement and student development.
Component 6.3 Program completers understand and demonstrate the capacity to reflectively evaluate, communicate about, and implement laws, rights, policies, and regulations to promote student and adult success and well-being.
Standard 7: Building Professional Capacity
Component 7.1 Program completers understand and have the capacity to collaboratively develop the school’s professional capacity through engagement in recruiting, selecting, and hiring staff.
Component 7.2 Program completers understand and have the capacity to develop and engage staff in a collaborative professional culture designed to promote school improvement, teacher retention, and the success and well-being of each student and adult in the school.
Component 7.3 Program completers understand and have the capacity to personally engage in, as well as collaboratively engage school staff in, professional learning designed to promote reflection, cultural responsiveness, distributed leadership, digital literacy, school improvement, and student success.
Component 7.4 Program completers understand and have the capacity to evaluate, develop, and implement systems of supervision, support, and evaluation designed to promote school improvement and student success.
Standard 8: Internship
Component 8.1 Candidates are provided a variety of coherent, authentic field and/or clinical internship experiences within multiple school environments that afford opportunities to interact with stakeholders, synthesize and apply the content knowledge, and develop and refine the professional skills articulated in each of the components included in NELP building-level program standards 1–7.
Component 8.2 Candidates are provided a minimum of six months of concentrated (10–15 hours per week) internship or clinical experiences that include authentic leadership activities within a school setting.
Component 8.3 Candidates are provided a mentor who has demonstrated effectiveness as an educational leader within a building setting; is present for a significant portion of the internship; is selected collaboratively by the intern, a representative of the school and/or district, and program faculty; and has received training from the supervising institution.