Course Syllabus
Department of Educational Leadership and Policy Studies
Educational Administration, Curriculum and Supervision
EACS 5923-999 Principal Internship
Fall 2022
August 23 – December 6, 2022
Instructor: Dr. Sherry Labyer Martin
Email: Sherry.L.Labyer-1@ou.edu
Phone: 405-201-0842
Office Hours: Due to classes conducted via Zoom; please feel free to schedule a one-on-one Zoom meeting with me anytime to answer questions, address concerns, etc.
Location of Class: Delivered via Zoom
Dates of Zoom Classes: August 23, 2022 (First Class), October 25, 2022 (Second Class) and December 6, 2022 (Third & Final Class)
Final Project Due: November 29, 2022 (uploaded in Canvas by 11:59 pm) Final Vision for Learning Project Presentation on December 6, 2022
One Zoom Meeting with you, your mentor and me is optional.
Late Work: For full credit, your Vision for Learning Plan must be submitted by November 29, 2022 by 11:59 pm. Student will be given an incomplete for the course if the assignment is more than two days late.
Grading Scale: Pass or Fail Course
PREFACE AND OVERVIEW:
The Building Level Internship is a capstone experience required for all M. Ed. candidates and for those pursuing building level (non-degree) certification. The internship is offered during the last semester (six months) candidates are enrolled in either program, is a three-credit hour semester long experience, with concentrated hours consisting of 10-15 hours per week that includes field experiences within multiple school environments. (NELP 8.1 and 8.2). Since candidates are required to demonstrate skills in multiple environments, (NELP 8.1) the internship provides significant field experiences and clinical practice. This allows candidates the 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. (NELP 8.1)
Multiple environments for our candidates consist of parent teacher meetings/conferences, school board meetings, staff development meetings for school improvement, and other functions. In addition, candidates are provided with opportunities to gain experiences in two or more school environments. (e.g. elementary, middle, high school, urban, suburban, rural, virtual and alternative schools) to practice a wide range of relevant school-based knowledge and leadership skills, and requires activities providing candidates with the opportunities such as supervision of instruction as well as management of the building and programs associated with it. (NELP 8.1, and 8. 2)
The internship as an assessment is focused on providing the candidates/interns with a field-based clinical experience. Interns are expected to demonstrate and understand and demonstrate the capacity to collaboratively evaluate, develop, and communicate a school mission and vision. (NELP 1.1) At the same time, they must be able to demonstrate the capacity to evaluate, develop, and implement high-quality, technology rich curricula and programs. (NELP 4.1) They are also expected to understand and demonstrate the capacity to lead improvement processes that include data use, design, implementation, and evaluation. (NELP 1.2) Finally interns should understand and demonstrate the capacity to reflect on, communicate about, cultivate, and model professional dispositions and norms. (NELP 2.1)
Each intern is a member of a three-person team that also includes the university supervisor and the cooperating on-site supervising administrator (COSA). Early in the semester, the team collaborates to review internship activities and requirements that must be accomplished and that demonstrate the intern has knowledge and skills that are grounded in NELP standard. Working together, each intern is evaluated jointly by his/her university supervisor and COSA.
The Educational Administration, Curriculum and Supervision (EACS) Program Area at the University of Oklahoma believes interns can better meet the demands of the internship when this experience occurs at the end of formal coursework. The intern must consult with his/her program advisor the semester before beginning the internship, as well as the university advisor responsible for the internship.
Internship Assessment Activity and Description
School Mission and Vision for Learning
Description of the Assessment and Directions:
This assessment is focused on providing the candidates/interns with a field-based clinical experience. The interns are expected to 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. (NELP 1.1) The related assignment is developed in collaboration with the interns, mentor principals, and university advisors.
The school level intern is required to participate in activities that focuses on the following NELP Standard Components: 1.1, 1.2, 2.1, 2.2, 2.3, 3.3, 4.1, 4.2, 4.3, 4.4, 5.1, 5.2, 5.3, 6.1, and 7.4
These specific activities have been developed and designed to give the intern the greatest potential for developing those skills necessary for building level leadership.
As interns finalize their School Mission and Vision for Learning, it must be submitted electronically through Canvas.
Things to remember and incorporate in your School Mission and Vision for Learning: The following eight elements will also serve as your outline as you develop your plan.
Element 1: This activity is to be completed as if you were the building principal of a school, as such you will need to provide evidence that you understand and can demonstrate the capacity to collaboratively evaluate, develop, and communicate a District Mission and Vision for Learning that reflects a core set of values and priorities that include data use, equity, diversity, digital citizenship, and community. (NELP 1.1) You must collaborate with all stakeholders regarding what represents major improvements for the school and share it with the school faculty and with your mentor, revising and making modifications as necessary. You must provide evidence that you understand and demonstrate the capacity to lead improvement processes that include data use, design, implementation, and evaluation. (NELP 1.2)
Element 2: Your plan must demonstrate that you have the capacity to evaluate, communicate about, and advocate for ethical and legal decisions. (NELP 2.2) In addition, you must provide evidence that you can model ethical behavior in your personal conduct and relationships and how you can cultivate ethical behavior in others. (NELP 2.3)
Element 3: As you do this activity you will need to demonstrate the capacity to evaluate, develop, and implement high-quality and equitable academic and non-academic instructional practices and services that support equity, digital literacy, and the school’s academic and non-academic systems. (NELP 4.1) You must also understand and demonstrate operation systems that support each student’s learning needs and promote the mission and vision of the school. (NELP 6.1) Interview and collaborate with all stakeholders i.e., faculty, students, parents, community members, building administrators, superintendent or central office administrator(s) etc. to begin ascertaining and analyzing information pertinent to the improvement of the school environment.
Element 4: Using data to develop a mission and vision statement and develop a plan for implementing the mission and vision referencing major improvements for the district. For the benefit of district improvement, you must demonstrate the capacity to collaboratively engage and cultivate relationships with diverse community members. (NELP 5.2) Communicate through oral, written, and digital means within the larger organizational and community when advocating for the needs of the school and community. (NELP 5.3) Remember to use data to develop a mission and vision statement and develop a plan for implementing the mission and vision statement referencing major improvements for the school.
Element 5: Your plan must also identify strategies that allows you to support data-informed instructional improvement and student learning and well-being. (NELP 4.3)
Element 6: Your plan must provide evidence that you understand and demonstrate the capacity to reflect on, communicate about, cultivate, and model professional dispositions and norms that support the educational success and well-being of each student and adult. (NELP 2.1) Your mission and vision plan must demonstrate that you have the capacity to collaboratively engage diverse families in strengthening student learning in and out of school. (NELP 5.1)
Element 7: Your plan must demonstrate how you would advocate for equitable, inclusive, and culturally responsive instruction and behavior support practices among teachers and staff. (NELP 3.3) and that you have the capacity to evaluate, develop, and implement high-quality and equitable academic and non-academic instructional practices (NELP 4.4) and how you could enrich, support, and monitor student learning.
Element 8: Demonstrate how you would implement high-quality and equitable academic and non-academic instructional practices, (NELP 4.2) and how you would implement systems of supervision, support, and evaluation designed to promote school instructional practices that focuses on improvement and student success. (NELP 7.4) Your plan should reflect best practice, including differentiated instructional strategies that maximize high-quality instruction.
NOTE: You will be provided a list of NELP Standards that includes Professional Leadership Skills.
***** Make sure you address ALL Professional Leadership Skill Indicators listed under each standard element. They are listed in the scoring guided.
EVALUATION OF INTERNSHIP EXPERIENCE
It is essential that the intern stay in touch with the COSA and periodically schedule conferences so that the intern can be advised on local school or district situations and other aspects associated to the leadership of the school or district. Throughout the internship experience the university supervisor is available to both the intern and the cooperating administrator for discussion and assessment of the internship experience.
CONCLUSION
The leadership field experience has the potential to be the most meaningful experience in your leadership plan of study. It is an ideal place to be both experiential and reflective. EACS Faculty belief the ultimate success of the internship is determined by the willingness of the intern to commit to both experience and reflection. We stand with you and support you in this endeavor. Our hope is the field experience will be one that ensures your preparation as you embark in formal leadership roles.
Assessment Rubric/Scoring Guide:
Assessment 4 – EACS 5923 Building Level Internship
|
Criteria: Standard/Component |
Level 1 - Approaching Standard |
Level 2 - Meets Standard |
Level 3 - Exceeds Standard |
|
|
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 |
Candidates understand the role and importance of a school’s vision and mission as well as processes for evaluating and collaboratively developing a mission and vision. Candidates do not demonstrate the capacity to engage in the following: 1) evaluate an existing mission and vision statement, 2) collaboratively design a school mission and vision that reflects a core set of values and priorities, and 3) develop a comprehensive plan for communicating the mission and vision.
|
Candidates understand the role and importance of a school’s vision and mission as well as processes for evaluating and collaboratively developing a mission and vision. Candidates apply their understanding to: 1) evaluate an existing mission and vision statement, 2) collaboratively design a school mission and vision that reflects a core set of values and priorities, and 3) develop a comprehensive plan for communicating the mission and vision.
|
Candidates understand the role and importance of a school’s vision and mission as well as processes for evaluating and collaboratively developing a mission and vision. Candidates apply their understanding to: 1) evaluate an existing mission and vision statement, 2) collaboratively design a school mission and vision that reflects a core set of values and priorities, and 3) develop a comprehensive plan for communicating the mission and vision.
Candidates use their understanding and capacity to undertake and implement this work within a school setting. |
|
|
Component 1.2 Program completers understand and demonstrate the capacity to lead improvement processes that include data use, design, implementation, and evaluation. |
Candidates understand the process of continuous improvement and are knowledgeable of research on school improvement and implementation theory and research. Candidates do not demonstrate the capacity to engage in the following 1) Evaluate existing improvement processes 2) Use research and data to develop an improvement process that includes the following components: diagnosis, design, implementation, and evaluation and 3)Develop an implementation plan to support the improvement process. |
Candidates understand the process of continuous improvement and are knowledgeable of research on school improvement and implementation theory and research. Candidates demonstrate the capacity to: 1) Evaluate existing improvement processes 2) Use research and data to develop an improvement process that includes the following components: diagnosis, design, implementation, and evaluation and 3) Develop an implementation process that supports the components and goals of the improvement process.
|
Candidates understand the process of continuous improvement and are knowledgeable of research on school improvement and implementation theory and research. Candidates demonstrate the capacity to: 1) Evaluate existing improvement processes 2) Use research and data to develop an improvement process that includes the following components: diagnosis, design, implementation, and evaluation and 3) Develop an implementation process that supports the components and goals of the improvement process. Candidates use their understanding and capacity to undertake and implement this work within a school setting.
|
|
|
NELP Component 2.2: Program completers understand and demonstrate the capacity to evaluate, communicate about, and advocate for ethical and legal decisions. |
Candidates understand ethical and legal decision making.
Candidates do not demonstrate the capacity to engage in the following: 1) Evaluate ethical dimensions of issues 2) Analyze decisions in terms of established ethical frameworks 3) Develop a communication plan to advocate for ethical decisions
|
Candidates understand ethical and legal decision making.
Candidates demonstrate the capacity to: 1) Evaluate ethical dimensions of issues 2) Analyze decisions in terms of established ethical frameworks 3) Develop a communication plan to advocate for ethical decisions
|
Candidates understand ethical and legal decision making.
Candidates demonstrate the capacity to: 1) Evaluate ethical dimensions of issues 2) Analyze decisions in terms of established ethical frameworks 3) Develop a communication plan to advocate for ethical decisions
Candidates use their understanding and capacity to undertake and implement this work within a school setting. |
|
|
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 |
Candidates understand ethical behavior and the importance of:
1) modeling ethical behavior in their personal conduct and relationships, and
2) cultivating ethical behavior in others.
Candidates do not demonstrate the capacity to model ethical behavior in their personal conduct and relationships and/or cultivate ethical behavior in others. |
Candidates understand ethical behavior and the importance of:
1) modeling ethical behavior in their personal conduct and relationships, and
2) cultivating ethical behavior in others.
Candidates can demonstrate the capacity to: 1) model ethical behavior in their personal conduct and relationships, and
2) cultivate ethical behavior in others. |
Candidates understand ethical behavior and the importance of:
1) modeling ethical behavior in their personal conduct and relationships, and
2) cultivating ethical behavior in others.
Candidates can demonstrate the capacity to: 1) model ethical behavior in their personal conduct and relationships and
2) cultivate ethical behavior in others.
Candidates use their understanding and capacity to undertake and implement this work within a school setting. |
|
|
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.
|
Candidates understand the knowledge and theory concerning how to evaluate, develop, and implement high-quality, technology-rich curricula programs and other supports for academic and non-academic student programs. Candidates do not demonstrate the capacity to apply knowledge and theory to: 1) evaluate curricula and use of technology and other supports in academic and non-academic systems, and 2) develop and implement high-quality, technology-rich, and coherent curricula programs and other supports for academic and non-academic student programs.
|
Candidates understand the knowledge and theory concerning how to evaluate, develop, and implement high-quality, technology-rich curricula programs and other supports for academic and non-academic student programs. Candidates demonstrate the capacity to: 1) evaluate curricula and use of technology and other supports in academic and non-academic systems, and 2) develop and implement high-quality, technology-rich, and coherent curricula programs and other supports for academic and non-academic student programs.
|
Candidates understand the knowledge and theory concerning how to evaluate, develop, and implement high-quality, technology-rich curricula programs and other supports for academic and non-academic student programs. Candidates demonstrate the capacity to: 1) evaluate curricula and use of technology and other supports in academic and non-academic systems, and 2) develop and implement high-quality, technology-rich, and coherent curricula programs and other supports for academic and non-academic student programs. Candidates use their understanding and capacity to undertake and implement this work within a school setting. |
|
|
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.
|
Candidates understand the importance of and how to evaluate, develop, and implement management, communication, technology, school-level governance, and operation systems.
Candidates do not demonstrate the capacity to:
1) audit the equity of school processes and operations and their impact on resource allocation, personnel decisions, and students’ experiences and outcomes,
2) analyze and identify strategic and tactical challenges for the school’s systems,
3) develop and implement management, communication, assessment, technology, school level governance, and operation systems, and
4) develop a school’s master schedule. |
Candidates understand the importance of and how to evaluate, develop, and implement management, communication, technology, school-level governance, and operation systems.
Candidates demonstrate the capacity to develop a plan to:
1) audit the equity of school processes and operations and their impact on resource allocation, personnel decisions, and students’ experiences and outcomes,
2) analyze and identify strategic and tactical challenges for the school’s systems,
3) develop and implement management, communication, assessment, technology, school level governance, and operation systems, and
4) develop a school’s master schedule. |
Candidates understand the importance of and how to evaluate, develop, and implement management, communication, technology, school-level governance, and operation systems.
Candidates demonstrate the capacity to develop a plan to:
1) audit the equity of school processes and operations and their impact on resource allocation, personnel decisions, and students’ experiences and outcomes,
2) analyze and identify strategic and tactical challenges for the school’s systems,
3) develop and implement management, communication, assessment, technology, school level governance, and operation systems, and
4) develop a school’s master schedule.
Candidates use their understanding and capacity to undertake and implement this work within a school setting. |
|
|
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. |
Candidates understand the importance of and how to understand, collaboratively engage, and cultivate relationships with diverse community members, partners, and other constituencies for the benefit of school improvement and student development.
Candidates do not demonstrate the capacity to identify and use diverse community resources or to engage with and cultivate regular, two-way communication with them. |
Candidates understand the importance of and how to understand, collaboratively engage, and cultivate relationships with diverse community members, partners, and other constituencies for the benefit of school improvement and student development.
Candidates demonstrate the capacity to identify diverse community resources and devise plans for the following:
1) using such resources to benefit school programs and student learning,
2) engaging with community members, partners, and other constituencies around shared goals, and 3) cultivating regular, two way communication with them. |
Candidates understand the importance of and how to understand, collaboratively engage, and cultivate relationships with diverse community members, partners, and other constituencies for the benefit of school improvement and student development.
Candidates demonstrate the capacity to identify diverse community resources and devise plans for the following:
1) using such resources to benefit school programs and student learning,
2) engaging with community members, partners, and other constituencies around shared goals, and 3) cultivating regular, two way communication with them.
Candidates use their understanding and capacity to undertake and implement this work within a school setting. |
|
|
Component 5.3: Program completers understand and demonstrate the capacity to communicate through oral, written, and digital means with the larger organizational, community, and political context when advocating for the needs of their school and community. |
Candidates understand the importance of and how to communicate through oral, written, and digital means with the larger organizational, community, and political contexts when advocating for the needs of their school and community.
Candidates do not demonstrate the capacity to:
1) develop a plan for identifying and accessing resources,
2) gather information about the district and policy context,
3) develop targeted communication for oral, written, and digital distribution, and
4) advocate for school and community needs. |
Candidates understand the importance of and how to communicate through oral, written, and digital means with the larger organizational, community, and political contexts when advocating for the needs of their school and community.
Candidates demonstrate the capacity to develop a plan that includes the following:
1) develop a plan for identifying and accessing resources,
2) gather information about the district and policy context,
3) develop targeted communication for oral, written, and digital distribution, and
4) advocate for school and community needs.
5) advocating for school and community needs. |
Candidates understand the importance of and how to communicate through oral, written, and digital means with the larger organizational, community, and political contexts when advocating for the needs of their school and community.
Candidates demonstrate the capacity to develop a plan that includes the following:
1) develop a plan for identifying and accessing resources,
2) gather information about the district and policy context,
3) develop targeted communication for oral, written, and digital distribution, and
4) advocate for school and community needs.
5) advocating for school and community needs.
Candidates use their understanding and capacity to undertake and implement this work within a school setting. |
|
|
Component 4.3: Program completers understand and can demonstrate the capacity to evaluate and implement formal and informal culturally responsive and accessible assessments that support data-informed instructional improvement and student learning and well-being. |
Candidates understand the requisite knowledge and theory 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.
Candidates do not demonstrate the capacity to:
1) evaluate the quality of formative and summative assessments of learning,
2) implement formal and informal culturally responsive and accessible assessments of student learning,
3) interpret data from formative and summative assessments for use in educational planning, and
4) cultivate teachers’ capacity to improve instruction based on analysis of assessment data. |
Candidates understand the requisite knowledge and theory 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.
Candidates demonstrate the capacity to:
1) evaluate the quality of formative and summative assessments of learning,
2) implement formal and informal culturally responsive and accessible assessments of student learning,
3) interpret data from formative and summative assessments for use in educational planning, and
4) cultivate teachers’ capacity to improve instruction based on analysis of assessment data |
Candidates understand the requisite knowledge and theory 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.
Candidates demonstrate the capacity to:
1) evaluate the quality of formative and summative assessments of learning,
2) implement formal and informal culturally responsive and accessible assessments of student learning,
3) interpret data from formative and summative assessments for use in educational planning, and
4) cultivate teachers’ capacity to improve instruction based on analysis of assessment data
Candidates use their understanding and capacity to undertake and implement this work within a school setting. |
|
|
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.
|
Candidates understand the role and importance of reflective practice and professional dispositions and norms that support the educational success and well-being of each student. Candidates do not demonstrate the capacity to: 1) Engage in reflective practice as a Professional norm 2) Cultivate professional norms among school staff members 3) Communicate professional norms to Diverse constituencies 4) Model professional norms (i.e., integrity, competency, fairness, transparency, trust, equity, democracy, digital citizenship, diversity, inclusiveness, and the belief that each child can learn) |
Candidates understand the role and importance of reflective practice and professional dispositions and norms that support the educational success and well-being of each student. Candidates demonstrate the capacity to:
1) Engage in reflective practice as a Professional norm 2) Cultivate professional norms among school staff members 3) Communicate professional norms to Diverse constituencies 4) Model professional norms (i.e., integrity, competency, fairness, transparency, trust, equity, democracy, digital citizenship, diversity, inclusiveness, and the belief that each child can learn) |
Candidates understand the role and importance of reflective practice and professional dispositions and norms that support the educational success and well-being of each student. Candidates demonstrate the capacity to:
1) Engage in reflective practice as a Professional norm 2) Cultivate professional norms among school staff members 3) Communicate professional norms to Diverse constituencies 4) Model professional norms (i.e., integrity, competency, fairness, transparency, trust, equity, democracy, digital citizenship, diversity, inclusiveness, and the belief that each child can learn)
Candidates use their understanding and skills to implement these skills in a school setting. |
|
|
Component 5.1: Program completers understand and demonstrate the capacity to collaboratively engage diverse families in strengthening student learning in and out of school.
|
Candidates understand the importance of and how to collaboratively engage diverse families in strengthening student learning in and out of school.
Candidates do not demonstrate the capacity to gather information about families, cultivate collaboration among staff and families and foster two-way communication with families. |
Candidates understand the importance of and how to collaboratively engage diverse families in strengthening student learning in and out of school.
Candidates demonstrate the capacity to:
1) Gather information about family demographics and funds of knowledge available within students’ families that can be accessed to enhance student learning 2) Cultivate collaboration among staff and families in support of student learning and success 3) Foster two-way communication with families |
Candidates understand the importance of and how to collaboratively engage diverse families in strengthening student learning in and out of school.
Candidates demonstrate the capacity to:
1) Gather information about family demographics and funds of knowledge available within students’ families that can be accessed to enhance student learning 2) Cultivate collaboration among staff and families in support of student learning and success 3) Foster two-way communication with families
Candidates use their understanding and capacity to undertake and implement this work within a school setting. |
|
|
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. |
Candidates understand the knowledge and theory to evaluate, cultivate, and advocate for equitable, inclusive, and culturally responsive instruction and behavior support practices among teachers and staff. Candidates do not demonstrate the capacity to:
1) evaluate the root causes of inequity and bias,
2) cultivate equitable, inclusive, and culturally responsive practice among teachers and staff, and
3) advocate for equitable practices among teachers and staff. |
Candidates understand the knowledge and theory to evaluate, cultivate, and advocate for equitable, inclusive, and culturally responsive instruction and behavior support practices among teachers and staff. Candidates demonstrate the capacity to:
1) evaluate the root causes of inequity and bias,
2) cultivate equitable, inclusive, and culturally responsive practice among teachers and staff, and
3) advocate for equitable practices among teachers and staff. |
Candidates understand the knowledge and theory to evaluate, cultivate, and advocate for equitable, inclusive, and culturally responsive instruction and behavior support practices among teachers and staff. Candidates demonstrate the capacity to:
1) evaluate the root causes of inequity and bias,
2) cultivate equitable, inclusive, and culturally responsive practice among teachers and staff, and
3) advocate for equitable practices among teachers and staff.
Candidates use their understanding and capacity to undertake and implement this work within a school setting. |
|
|
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.
|
Candidates understand requisite knowledge and theory to collaboratively evaluate, develop, and implement the school’s curriculum, instruction, technology, data systems, and assessment practices in a coherent, equitable, and systematic manner.
Candidates do not demonstrate the capacity to:
1) engage faculty in gathering, synthesizing, and using data to evaluate the quality, coordination, and coherence of the school’s curriculum, instruction, technology, data systems, and assessment practices,
2) propose designs and implementation strategies for improving coordination and coherence among the school’s curriculum, instruction, technology, data systems, and assessment practices and
3) use technology and performance management systems to monitor, analyze, implement, and evaluate school curriculum, instruction, technology, data systems, and assessment practices and results. |
Candidates understand requisite knowledge and theory to collaboratively evaluate, develop, and implement the school’s curriculum, instruction, technology, data systems, and assessment practices in a coherent, equitable, and systematic manner.
Candidates demonstrate the capacity to:
1) engage faculty in gathering, synthesizing, and using data to evaluate the quality, coordination, and coherence of the school’s curriculum, instruction, technology, data systems, and assessment practices,
2) propose designs and implementation strategies for improving coordination and coherence among the school’s curriculum, instruction, technology, data systems, and assessment practices, and
3) use technology and performance management systems to monitor, analyze, implement, and evaluate school curriculum, instruction, technology, data systems, and assessment practices and results. |
Candidates understand requisite knowledge and theory to collaboratively evaluate, develop, and implement the school’s curriculum, instruction, technology, data systems, and assessment practices in a coherent, equitable, and systematic manner.
Candidates demonstrate the capacity to:
1) engage faculty in gathering, synthesizing, and using data to evaluate the quality, coordination, and coherence of the school’s curriculum, instruction, technology, data systems, and assessment practices,
2) propose designs and implementation strategies for improving coordination and coherence among the school’s curriculum, instruction, technology, data systems, and assessment practices, and
3) use technology and performance management systems to monitor, analyze, implement, and evaluate school curriculum, instruction, technology, data systems, and assessment practices and results.
Candidates use their understanding and capacity to undertake and implement this work within a school setting. |
|
|
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.
|
Candidates understand the knowledge and theory concerning how 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. Candidates do not demonstrate the capacity to: 1) Evaluate coordination and coherence among the practices, resources, technologies, and services that support equity, digital literacy, and the school’s academic and nonacademic systems, and 2) Develop plans and implementation strategies for improving the impact of academic and non-academic practices, resources, technologies, and services that support student learning.
|
Candidates understand the knowledge and theory concerning how 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. Candidates demonstrate the capacity to: 1) Evaluate coordination and coherence among the practices, resources, technologies, and services that support equity, digital literacy, and the school’s academic and nonacademic systems, and 2) Develop plans and implementation strategies for improving the impact of academic and non-academic practices, resources, technologies, and services that support student learning.
|
Candidates understand the knowledge and theory concerning how 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. Candidates demonstrate the capacity to: 1) Evaluate coordination and coherence among the practices, resources, technologies, and services that support equity, digital literacy, and the school’s academic and nonacademic systems, and 2) Develop plans and implementation strategies for improving the impact of academic and non-academic practices, resources, technologies, and services that support student learning.
Candidates use their understanding and capacity to undertake and implement this work within a school setting. |
|
|
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. |
Candidates understand the importance of and how to evaluate, develop, and implement systems of supervision, support, and evaluation designed to promote school improvement and student success. Candidates do not demonstrate the capacity to:
1) observe teaching in a variety of classrooms,
2) gather and review district policies on instructional expectations,
3) provide teaching staff with actionable feedback to support improvement, and
4) develop a system for monitoring whether supervision and evaluation strategies promote improvement. |
Candidates understand the importance of and how to evaluate, develop, and implement systems of supervision, support, and evaluation designed to promote school improvement and student success. Candidates demonstrate the capacity to:
1) observe teaching in a variety of classrooms,
2) gather and review district policies on instructional expectations,
3) provide teaching staff with actionable feedback to support improvement, and
4) develop a system for monitoring whether supervision and evaluation strategies promote improvement. |
Candidates understand the importance of and how to evaluate, develop, and implement systems of supervision, support, and evaluation designed to promote school improvement and student success. Candidates demonstrate the capacity to:
1) observe teaching in a variety of classrooms,
2) gather and review district policies on instructional expectations,
3) provide teaching staff with actionable feedback to support improvement, and
4) develop a system for monitoring whether supervision and evaluation strategies promote improvement.
Candidates use their understanding and capacity to undertake and implement this work within a school setting. |
|
Course Summary:
| Date | Details | Due |
|---|---|---|