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Internship in Executive School Leadership

Handbook

MED 593 & GADM 826

ORAL ROBERTS UNIVERSITY

GRADUATE SCHOOL OF

EDUCATION

2020-2021

INTERNSHIP IN EXECUTIVE SCHOOL LEADERSHIP

MED 593 & GADM 826

TABLE OF CONTENTS

SUMMARY OF CONCEPTUAL FRAMEWORK ..................................................................................... 1

College of Education Internship Philosophy ............................................................................ 2

Theoretical Framework .................................................................................................................. 2

CAEP Accreditation, NELP Standards & PASL ....................................................................... 2

NELP Internship Standards – Master of Education – Building Level ................................ 3

NELP Internship Standards – Doctor of Education – District Level ................................... 4

ORU GRADUATE COLLEGE OF EDUCATION INTERNSHIP REQUIREMENTS ..................... 5

Internship Core Courses & Time Requirements ................................................................... 5

Performance Assessment for School Leaders (PASL) Overview Requirements ...... 6

Intern Responsibilities .................................................................................................................... 8

Director of Graduate Internships Responsibilities .............................................................. 9

Cooperating Administrator (Mentor) Responsibilities ...................................................... 9

Course Syllabi ..................................................................................................................................... 9

Internship Evaluation ..................................................................................................................... 10

Professional & Ethical Responsibilities of the Intern ......................................................... 11

APPENDIX ........................................................................................................................................................... 12

A: ORU Graduate College of Education Conceptual Framework....................................... 13

B: PASL-Aligned Post-Assignment Examples ........................................................................... 17

C: Time Log Example........................................................................................................................... 67

D: Internship Application................................................................................................................. 69

E: Performance Assessment for School Leaders (PASL) Links ......................................... 71

F: Internship Cooperating Administrator Orientation Video and Memo ..................... 77

G: McREL Intern Evaluation Rubric & Report ......................................................................... 80

NELP & PASL Alignment..................................................................................................................... 7

McREL Final Evaluation Rubric Example................................................................................. 11

ORAL ROBERTS UNIVE

RSITY COLLEGE OF EDUCATION

SUMMARY OF CONCEPTUAL FRAMEWORK

Theme: Transformed Educators

“. . . be ye transformed by the renewing of your mind . . ." Romans 12:2

Vision: Transforming Society

The Miracle Ahead

A Transformed Generation

"Ye have not chosen me . . . I have chosen you and ordained you that you should go

and bring forth fruit, and that your fruit should remain.” John 15:16

Mission: Preparing Professional Christian Educators to go into Every Person’s World

“To provide the opportunity for individuals who hold Christian principles to

participate in initial and advanced study in preparation for professional, public, and

private responsibilities in the field of education throughout the world.”

Philosophy: Biblical Foundation—Christian Worldview

• Nature of the Learner—Created in God’s Image

• Truth and Knowledge—All Truth is God’s Truth

• Values—Biblically Based

Knowledge Base:

• Linked to Institutional Standards

• Aligned with National Standards, State Competencies, and Standards of the

Profession

• Evaluated and assessed in light of current research and best practices

• Built upon past achievements and universal truths

College of Education Internship Philosophy

The philosophy of education embraced by the Graduate Education Program at Oral Roberts

University is concerned with how theory is applied and tested in practice and how practice

improves theory. The internship embodies that philosophy and is specifically structured to permit

interns to integrate theory and practice in a field-based setting under the guidance of an

experienced cooperating administrator (mentor). The internship program, as developed by the

Graduate School of Education, will provide the intern with a variety of meaningful leadership

experiences in actual school based settings. The experience will be coordinated by the director of

graduate internships in consultation with the cooperating administrator (mentor).

Theoretical Framework

The practical knowledge and skills gained from the actual administrative leadership field

experience of the university supervisors and cooperating administrators (mentors) serves as the

basic foundation for the theoretical framework for the Internship in Executive School Leadership.

Woven into that framework are the recommendations from the learned societies, professional

organizations, and the scholarly literature. For information on the College of Education’s

conceptual framework please see appendix A.

CAEP Accreditation, NELP Standards & PASL

The Council for the Accreditation of Educator Preparation (CAEP) accreditation process has two

primary components: Educator Preparation Program (EPP) Review and Program Review.

Educator Preparation Program Reviews use Advanced Level Standards, developed by CAEP, to

make accreditation decisions for an EPP (the ORU School of Education). Program Reviews use

Program Standards, developed by a Specialized Professional Association (SPA), to determine if a

Program (a specific discipline area) can demonstrate mastery of the SPA standards. Programs

must receive SPA recognition in order for the EPP to receive CAEP accreditation.

The National Educational Leadership Preparation (NELP) standards are aligned to the

Professional Standards for Educational Leaders (PSEL). They provide specific performance

expectations for what novice building and district level leaders should know and be able to do

once they graduate. The NELP standards focus on the knowledge, skills, and attributes required

by administrator candidates to lead and manage educational organizations centered on teaching

and learning. It is important for all administrative candidates to be able to accomplish the tasks

associated with each of the NELP standards and elements.

The Performance Assessment for School Leaders (PASL) is aligned to the NELP standards as

outlined on page 7. Each of the PASL tasks and steps have several corresponding NELP

standard components. These tasks are structured in a way for the intern to experience and

develop the knowledge s/he needs to be a successful administrator at the building or district

level.

NELP Internship Standards – Master of Education – Building Level

During your program, the eight core classes are each aligned to a specific NELP standard.

NELP

Standard

Building Level Leader Description

Program completers understand and demonstrate the capacity to:

ORU

Aligned

Course

Standard One:

Mission, Vision,

and Core Values

(1) 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; and (2) lead improvement processes that include data use,

design, implementation, and evaluation.

Strategically

Leading

Organizations

Standard Two:

Ethics and

Professional

Norms

(1) 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; (2) evaluate, communicate about, and advocate for ethical and legal decisions; and (3)

model ethical behavior in their personal conduct and relationships and to cultivate ethical

behavior in others.

Effective

Leadership

Standard Three:

Equity and

Cultural

Leadership

(1) use data to evaluate, design, cultivate, and advocate for a supportive and inclusive school

culture; (2) evaluate, cultivate, and advocate for equitable access to educational resources,

technologies, and opportunities that support the educational success and well-being of each

student; and (3) evaluate, cultivate, and advocate for equitable, inclusive, and culturally

responsive instruction and behavior support practices among teachers and staff.

Culturally

Responsive

Education

Standard Four:

Instructional

Leadership

(1) evaluate, develop, and implement high-quality, technology-rich curricula programs and other

supports for academic and non-academic student programs; (2) 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; (3) evaluate, develop, and implement formal and informal

culturally responsive and accessible assessments that support data-informed instructional

improvement and student learning and well-being; and (4) collaboratively evaluate, develop, and

implement the school’s curriculum, instruction, technology, data systems, and assessment

practices in a coherent, equitable, and systematic manner.

Leadership of

Curricular and

Instructional

Practices

Standard Five:

Community and

External

Leadership

(1) collaboratively engage diverse families in strengthening student learning in and out of

school; (2) collaboratively engage and cultivate relationships with diverse community members,

partners, and other constituencies for the benefit of school improvement and student

development; and (3) 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.

Leading from

the Middle

Standard Six:

Operations and

Management

(1) 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; (2) evaluate, develop, and advocate for a data-informed and

equitable resourcing plan that supports school improvement and student development; and (3)

reflectively evaluate, communicate about, and implement laws, rights, policies, and regulations

to promote student and adult success and well-being.

Operational

Leadership:

Human,

Physical and

Capital

Resources

Standard Seven:

Human Resource

Leadership

(1) collaboratively develop the school’s professional capacity through engagement in recruiting,

selecting, and hiring staff; (2) 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; (3) 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; and (4)

evaluate, develop, and implement systems of supervision, support, and evaluation designed to

promote school improvement and student success.

Policy,

Governance, and

Politics

Standard Eight:

Internship and

Clinical Practice

(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; (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; and (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.

Internship in

Executive

School

Leadership

NELP Internship Standards – Doctor of Education – District Level

During your program, the eight core classes are each aligned to a specific NELP standard.

NELP

Standard

District Level Leader Description

Program completers understand and demonstrate the capacity to:

ORU Aligned

Course

Standard One:

Mission, Vision,

and Core Values

(1) collaboratively design, communicate, and evaluate a district mission and vision that reflects a core set

of values and priorities that include data use, technology, values, equity, diversity, digital citizenship, and

community; and (2) lead district strategic planning and continuous improvement processes that engage

diverse stakeholders in data collection, diagnosis, design, implementation, and evaluation.

Strategically

Leading

Organizations

Standard Two:

Ethics and

Professional

Norms

(1) reflect on, communicate about, and cultivate professional dispositions and norms (i.e., equity,

fairness, integrity, transparency, trust, collaboration, perseverance, reflection, lifelong learning, digital

citizenship) and professional district and school cultures; (2) evaluate and advocate for ethical and legal

decisions; and (3) model ethical behavior in their personal conduct and relationships and to cultivate

ethical behavior in others.

Effective

Leadership

Standard Three:

Equity and

Cultural

Leadership

(1) evaluate, cultivate, and advocate for a supportive and inclusive district culture; (2) evaluate, cultivate,

and advocate for equitable access to safe and nurturing schools and the opportunities and resources,

including instructional materials, technologies, classrooms, teachers, interventions, and adult

relationships, necessary to support the success and well-being of each student; and (3) evaluate, advocate,

and cultivate equitable, inclusive, and culturally responsive instructional and behavior support practices

among teachers and staff.

Culturally

Responsive

Education

Standard Four:

Instructional

Leadership

(1) evaluate, design, and implement high-quality curricula, the use of technology, and other services and

supports for academic and non-academic student programs; (2) collaboratively evaluate, design, and

cultivate coherent systems of support, coaching, and professional development for educators, educational

professionals, and school and district leaders, including themselves, that promote reflection, digital

literacy, distributed leadership, data literacy, equity, improvement, and student success; (3) design,

implement, and evaluate a developmentally appropriate, accessible, and culturally responsive system of

assessments and data collection, management, and analysis that support instructional improvement,

equity, student learning and well-being, and instructional leadership; and (4) design, implement, and

evaluate district-wide use of coherent systems of curriculum, instruction, assessment, student services,

technology, and instructional resources that support the needs of each student in the district.

Leadership of

Curricular and

Instructional

Practices

Standard Five:

Community and

External

Leadership

(1) represent and support district schools in engaging diverse families in strengthening student learning in

and out of school; (2) understand, engage, and effectively collaborate and communicate with, through

oral, written, and digital means, diverse families, community members, partners, and other constituencies

to benefit learners, schools, and the district as a whole; and (3) communicate through oral, written, and

digital means within the larger organizational, community, and political contexts and cultivate

relationships with members of the business, civic, and policy community in support of their advocacy for

district, school, student, and community needs.

Executive

Leadership:

The

Superintendency

Standard Six:

Operations and

Management

(1) develop, communicate, implement, and evaluate data-informed and equitable management,

communication, technology, governance, and operation systems at the district level to support schools in

realizing the district’s mission and vision; (2) develop, communicate, implement, and evaluate a data-

based district resourcing plan and support schools in developing their school-level resourcing plans; and

(3) develop, implement, and evaluate coordinated, data-informed systems for hiring, retaining,

supervising, and developing school and district staff in order to support the district’s collective

instructional and leadership capacity.

Operational

Leadership:

Human, Physical

and Capital

Resources

Standard Seven:

Human Resource

Leadership

(1) represent the district, advocate for district needs, and cultivate a respectful and responsive relationship

with the district’s board of education focused on achieving the district’s shared mission and vision; (2)

design, implement, cultivate, and evaluate effective and collaborative systems for district governance that

engage multiple and diverse stakeholder groups, including school and district personnel, families,

community stakeholders, and board members; (3) evaluate, engage in decision making around,

implement, and appropriately communicate about district, state, and national policy, laws, rules, and

regulations; and (4) understand the implications of larger cultural, social, economic, legal, and political

interests, changes, and expectations and demonstrate the capacity to evaluate and represent district needs

and priorities within larger policy conversations and advocate for district needs and priorities at the local,

state, and national level.

Policy,

Governance, and

Politics

Standard Eight:

Internship and

Clinical Practice

(1) Candidates are provided a variety of coherent, authentic, field, or clinical internship experiences

within multiple district environments that afford opportunities to interact with stakeholders and synthesize

and apply the content knowledge and develop and refine the professional skills articulated in each of the

components included in NELP district-level program standards 1–7; (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 district setting; and (3) Candidates are provided a mentor

who has demonstrated effectiveness as an educational leader within a district setting; understands the

specific district context; is present for a significant portion of the internship; is selected collaboratively by

the intern, a representative of the district, and program faculty; and is provided with training by the

supervising institution.

Internship in

Executive

School

Leadership

ORU GRADUATE COLLEGE OF EDUCATION INTERNSHIP REQUIREMENTS

Internship Core Courses & Time Requirements

1. Complete the 5 NELP-aligned core internship related courses that include PASL aligned

post-assignments:

a. Strategically Leading Organizations (MED 512/GHED 702)

b. Effective Leadership (MED 501/GHED 701)

c. Culturally Responsive Education (MED 502/GHED 602)

d. Leadership of Curricular and Instructional Practices (MED 525/GADM 825)

e. Leading from the Middle (MED 543/MED 544) OR Executive Leadership: Superintendency

(GADM 821/GADM 822)

Administrative candidates completing the internship program will have participated in a minimum

of 240 working hours in an array of

school settings with a cooperating administrator who has at

least 3 years of experience as an administrator.

During the five core internship courses you are required to complete the first 120 working hours of

the internship experience, by spending an average of 24 working hours on each of your five post-

assignments. You are required to complete each post-assignment at a site other than the one you

are employed, with a different level of students, under one or more cooperating administrators. This

is a required and valuable learning experience as you gain exposure to a variety of new

educational

contexts and cultures.

You may complete all post-assignments at one site, or a variety of sites.

The post-assignment for each internship

related course will be provided by the professor during

your course. However, examples of post-assignments for the core internship related courses are

found in appendix B (including the rubric and associated documents).

2. Completion of 2 NELP-aligned internship related courses:

a. Operational Leadership: Human, Physical and Capital Resources (MED 523/GADM 823)

b. Policy, Governance and Politics (MED 524/GADM 824)

3. Completion of NELP-aligned internship course:

a. Internship in Executive School Leadership (MED 593/GADM 826)

As a Master or Doctoral level student, you must complete the seven core internship related

courses before you enroll in the Internship in Executive School Leadership course.

During the Internship in Executive School Leadership you are required to complete the other 120

working hours with your cooperating administrator, who will sign off on your time log (see

appendix C). You may complete the Internship in Executive School Leadership course at

your primary place of employment. Much of this time will be used to work closely with your

cooperating administrator and school community in order to complete and submit the 3

Performance Assessment for School Leaders (PASL) tasks.

Enrollment in the Internship in Executive School Leadership course (MED 593/GADM 826)

requires the director of graduate internship’s approval and the completion of the internship

application (appendix D). All relevant information pertaining to the internship is contained in this

handbook and the respective courses’ syllabi.

Performance Assessment for School Leaders (PASL) Overview Requirements

The Performance Assessment for School Leaders (PASL) requires you to complete 3 tasks. The 3

tasks require you to submit 20 artifacts, one 15-minute video and answer 70 guiding prompts

(questions) in 22.5 pages or less.

Each of the 3 tasks requires you to work closely with the director of graduate internships, your

cooperating administrator, and other school faculty. Improved student learning is the goal of good

teaching and PASL, therefore each task requires that you submit a sample of student work as

evidence of the impact. Please see appendix E for the complete set of PASL links. Please review

the PASL Candidate and Educator Handbook as a starting point.

Each task is designed to assess your ability to implement a best practice methodology in school

improvement. Here is a very brief description of what you will be required to do for each task:

Task 1: You will work with your cooperating administrator to identify a problem or challenge,

research the issue and develop a plan that will affect instructional practice and student

achievement.

Task 2: You will work with your cooperating administrator and a team of colleagues to develop a

list of significant professional development needs. Once the group decides on the priority area for

professional development you will facilitate the professional development and analyze its

effectiveness with walk-through observations and a feedback survey.

Task 3: You will work with your cooperating administrator to identify a team of teachers with

varying experience to develop a collaborative team. You will then provide leadership of the

collaborative team by facilitating the development of a plan to improve instruction, student

learning, and the school culture. You will be required to submit a 15-minute video demonstrating

the facilitation of the plan. This task is worth twice as much.

For current information about the PASL tasks please visit the PASL website: click here. You will

assessment, build and submit your tasks, and review the expected writing guidelines. Please see

samples of pass and fail work in the Library of Examples and understand how you will be

scored. See appendix E for the links to the Library of Examples.

The PASL tasks require time and planning. It is best to take two semesters to complete the

tasks properly. It is highly recommended that you begin working on the PASL tasks in August

2020, formally enroll in this course in spring 2021, and submit your PASL tasks to ETS® at that

time. The director of graduate internships will assist you with planning and preparing your

submission beginning as early as possible. In 2020-2021 the registration window for PASL in the

fall is from August 4

to October 19

. PASL tasks are due Oct. 28

at 2 p.m. EST. The

registration window for PASL in spring 2021 is between Aug. 4

, 2020 - April 2

, 2021. Tasks

are to be submitted starting Jan. 5

and are due April 13

, 2021 at 2 p.m. EST.

National Educational Leadership Preparation Standards (NELP) & ETS Performance

Assessment for School Leaders (PASL) Alignment

The intern will be required to participate in eight specified activity areas that represent building and

district level leadership responsibilities addressed by eight NELP standards and respective sub-standards,

and will complete the ETS

Performance Assessment for School Leaders (PASL).

The following chart demonstrates the alignment of the PASL task activities with the specific NELP

standards they meet:

PASL TASK

PASL TASK PASL ACTIVITY

NELP BUILDING STANDARD NELP DISTRICT STANDARD

1.2, 4.4 1.2, 4.4

2 1.2, 2.1, 3.1, 5.2, 6.1, 6.2, 7.2, 7.3 1.2, 2.1, 3.1, 5.2, 6.1, 6.2, 7.2, 7.3

3 1.2, 2.1, 3.1, 7.3 1.2, 2.1, 3.1, 7.3

4 2.1, 7.3 2.1, 7.3

1.2, 2.1, 3.1, 4.1, 4.2, 4.4, 7.2, 7.3 1.2, 2.1, 3.1, 4.1, 4.2, 4.4, 7.2, 7.3

2 1.2, 4.1, 4.2, 7.3 1.2, 4.1, 4.2, 7.3

3 1.2, 2.1, 3.1, 4.4, 7.2, 7.4 1.2, 2.1, 3.1, 4.4, 7.2

4 1.2, 2.1, 3.1, 4.2 1.2, 2.1, 3.1, 4.2

1.2, 7.2, 7.3 1.2, 7.3

2 1.2, 2.1, 3.1, 4.2, 4.4, 7.2, 7.3 1.2, 2.1, 3.1, 4.2, 4.4, 7.2, 7.3

3 1.2, 2.1, 4.4, 7.2, 7.3 1.2, 2.1, 4.4, 7.2, 7.3

1.2, 2.1, 3.1, 7.2, 7.3, 7.4

2.1, 3.1, 7.2, 7.3

Click here for the official NELP PASL building level alignment document from ETS.

Click here for the official NELP PASL district level alignment document from ETS.

Each of the three PASL tasks has an associated library of examples and rubric that are used to assess the

interns work.

Click here for the links to the PASL Library of Examples.

Intern Responsibilities

The ORU Graduate School Internship program embodies a philosophy that is specifically

structured to permit interns to integrate theory and practice in a field-based setting under the

guidance of experienced cooperating administrators (mentors) and the director of graduate

internships. Your responsibilities include the following:

1. Read this internship handbook in entirety.

2. Review how to register, prepare, and submit the PASL tasks. Click here for the PASL website.

3. Consider the cooperating administrators you will approach in order to complete: (1) the PASL

aligned post-assignments in the five core internship related courses, and (2) the three PASL tasks

in the final Internship in Executive School Leadership course.

4. Consult with the director of graduate internships to discuss ideas and options for fulfilling the

internship requirements in order to make your plan.

5. Complete the 7 core internship courses. For the 5 courses with the PASL aligned post-

assignment, work with a Cooperating Administrator and site(s) other than where you

currently work. These must be at a different age level. Use the course specific Cooperating

Administrator Orientation Post-Assignment memos for your introduction (see appendix F

for examples).

6. Review all PASL documents and requirements (see appendix E for PASL links) including how

and when to enroll online for the Fall or Spring testing sessions with ETS

. Carefully consider

the time frames and submission requirements.

7. In liaison with the director of graduate internships, find a cooperating administrator to mentor

you for the Internship in Executive School Leadership. Be sure to share with him or her the

Cooperating Administrator Orientation for Executive Internship memo (see appendix F for

example) and this internship handbook before he or she agrees to be your cooperating

administrator.

8. Enroll in and complete the application form for the Internship in Executive School Leadership

(see appendix D), have it signed by the cooperating administrator (mentor) and return it to the

director of graduate internships.

9. Consider carefully when you will register for the PASL. The cost is $350 and it is an

additional course fee. Click here for the page.

10. Perform the internship in a manner satisfactory for the director of graduate internships and the

cooperating administrator, making sure to satisfy both the time and PASL requirements. Submit

your time log (see appendix C) to the director of graduate internships after it has been signed off

by your cooperating administrator

11. Review and discuss your plan, timeline, mid-semester and end-of-semester evaluations (see

appendix G) with your cooperating administrator. Complete mid- and end-of-semester

evaluations with your cooperating administrator.

Director of Graduate Internships Responsibilities

Your director of graduate internships is responsible to:

• Help you plan and coordinate the internship experience.

• Assist you in establishing contact with prospective cooperating administrators (mentors) as

needed.

• Ensure that the internship experiences provide significant opportunities in the workplace

for you to synthesize and apply the knowledge, and practice and develop the skills,

identified in the seven NELP standards in diverse learning environments.

• Assist you in completing the 3 PASL tasks.

Cooperating Administrator (Mentor) Responsibilities

Post-Assignments for NELP Aligned Core Courses

Your Cooperating Administrator is responsible to:

• Review the Internship Memos

• Provide you with the time, access and guidance to fulfill the activities outlined in the

PASL aligned post-assignment(s).

Internship in Executive School Leadership Course

Your Cooperating Administrator is responsible to:

• Work closely with you to develop and implement a plan in order to fulfill the 3 PASL tasks

in order to submit them to ETS

and complete 120 working hours of internship experience.

• Be available to allocate sufficient time, energy and attention to mentor you in a wide

variety of meaningful leadership experiences of substantial responsibility, which increase

over time in amount and complexity as you complete the PASL tasks.

• Work closely with you while engaging in a significant amount of communication and

actions (ie. meetings, e-mails, trouble-shooting, etc.) in order to complete the PASL tasks.

• Continually discuss with you how he or she would approach and solve various situations,

considering the values of the school culture, various strategies and multiple perspectives in

order to complete the PASL tasks.

• Evaluate and discuss your performance twice using the McREL evaluation tool in appendix

G. See Internship Evaluation section in this handbook.

• Sign off on your time log (appendix C)

Course Syllabi

The syllabi for the 7 internship related courses previously listed, as well as

the Internship in

Executive School

Leadership, are

hereby incorporated and constitute a part of this handbook.

The syllabi may be found here.

Internship Evaluation

During the Internship in Executive School Leadership you will be formally observed twice by your

cooperating administrator. For each of the formal observations your cooperating administrator

will use the McREL evaluation tool found in appendix G. Below are the steps for you to be aware

of regarding your evaluations:

Step

Graduate Candidate

Task

Cooperating Administrator

Task

Meet together to review the PASL tasks and outline the plan and timeline.

Sign off on page 2.

Complete a plan and timeline for completing

the PASL tasks. The “Graduate Candidate

PASL Summary Goal-Setting Form” chart

on page 3 is an example of how you could

organize your plan and timeline.

Conference together to: (1) review the plan and timeline, and (2) review the evaluation tool

together.

Sign off on page 2.

Make any edits to the plan and timeline that

arose from conferencing. Submit these to

the director of graduate internships.

Complete a “pre-conference” mid-semester

self-evaluation using pages 4-13.

Complete a “pre-conference” mid-semester

graduate candidate evaluation using pages 4-

13.

Conference regarding the evaluations (see below for instructions). Sign off on page 2.

Submit “post-conference” mid-semester

evaluation to the graduate candidate and the

director of graduate internships.

Complete a “pre-conference” end-of-

semester self-evaluation using pages 4-13.

Complete a “pre-conference” end-of-

semester graduate candidate evaluation

using pages 4-13.

Conference regarding the evaluations (see below for instructions). Sign off on page 2.

Submit “post-conference” end-of-semester

evaluation to the graduate candidate and the

director of graduate internships.

Conferencing Procedure:

 At each conference the graduate candidate and the cooperating administrator will each share his

or her rating for each category.

 On items with no scoring difference no conversation is necessary.

 On items with a scoring difference of one category you may discuss it, but please keep it brief.

 On any items with more than one category of difference discussion is encouraged. After the

discussion, either person may change his or her rating, or keep it the same.

McREL Final Evaluation Rubric Example

Professional and Ethical Responsibilities of the Intern

During all phases of the internship the intern is expected to perform in a positive, professional

manner. The intern will conform to CAEP standards as well as the standards of Oral Roberts

University. The intern will respond professionally in all situations by acting with integrity,

fairness, and in an ethical manner. If, during the course of the internship, the intern becomes aware

of confidential information, the intern hereby acknowledges that such confidential information will

not be communicated or shared with others without the permission of the school.

The intern agrees that placement at the internship site is a privilege extended as a courtesy by the

internship site. Said site is in no way obligated to the intern beyond that expressed in this

handbook. No obligations for future employment or promotion are expressed or implied as a

result of a cooperating administrator (mentor) and respective site permitting an intern to serve an

internship at that site.

A police background check must be completed that complies with the site’s policies. Please check

with your cooperating administrator to ensure that you are in compliance with the site’s policies.

APPENDIX

A. ORU Graduate College of Education Conceptual Framework

B. PASL-Aligned Post-Assignment Examples

C. Time Log Sample

D. Internship Application

E. Performance Assessment for School Leaders (PASL) Links

F. McREL Intern Evaluation Rubric & Report

APPENDIX A

ORU Graduate College of Education

Conceptual Framework

APPENDIX A

ORAL ROBERTS UNIVERSITY

GRADUATE SCHOOL OF EDUCATION

Introduction

The conceptual framework for the Oral Roberts University College of Education provides the

structure for course content and standards, stated student competencies, instruction, assessment,

and evaluation. The College of Education offers a diverse teacher preparation program designed to

equip teacher candidates for initial assignments in elementary and secondary schools as well as

advanced programs for school administration. The three segments—general education, specialized

education, and professional education—are offered to prepare graduates for professional

responsibilities in public, private, Christian, and home schools.

The philosophy of education which is embraced by the Oral Roberts University College of

Education and which forms the basis for the teacher preparation program is one particularly

concerned with the relationship between educational theory and practice—how theory is applied

and assessed in practice, and how practice is evaluated to improve student performance.

Educating the Whole Person

In keeping with the University's Statement of Purpose, The College of Education is rooted in the

philosophical position that education is the shaping of the whole person: spirit, mind, and body.

At the center of the education program at Oral Roberts University is the understanding that true

wisdom and knowledge come from God. The Bible is God's inspired Word and is upheld as the

standard and central point of reference. The College of Education prepares administrators;

curriculum specialists; and teachers for public, private, and Christian schools to go into every

person's world as transformed educators to transform society.

University Vision and Purpose

The Unit's conceptual framework is linked to the University's vision statement and incorporates the

purposes of the University. The University's vision and purposes are the central focus of the Unit's

design and are reflected in the Unit's activities.

VISION STATEMENT:

Oral Roberts University came into being as a result of its founder, Oral Roberts, obeying God's

mandate to build a university on God's authority and the Holy Spirit. God's commission to Oral

Roberts was to:

Raise up your students to hear My voice, to go where My light is dim, where My voice is heard

small and My healing power is not known. To go even to the uttermost bounds of the earth.

Their work will exceed yours, and in this I am well pleased.

STATEMENT OF PURPOSE:

It is the purpose of Oral Roberts University, in its commitment to the historic Christian faith, to

assist the student in his/her quest for knowledge of his/her relationship to God, man, and the

universe. Dedicated to the realization of truth and the achievement of one's potential life capacity,

the University seeks to graduate an integrated person – spiritually alive, intellectually alert, and

physically disciplined. To accomplish this purpose, Oral Roberts University seeks to synthesize by

means of interdisciplinary cross-pollination the best traditions in liberal arts, professional, and

graduate education, with a charismatic concern to enable students to go into every person's world

with healing for the totality of human need.

Conceptual Model

A modified Celtic cross represents the visual conceptual framework for the unit. Because of the

Christian foundation of Oral Roberts University, the use of a cross is appropriate as the visual

model for the Conceptual Framework Model for the School of Education. The Celtic cross is

distinguished by a circle surrounding the cross point. The ORU College of Education visual model

consists of a strong foundation formed by the Oral Roberts University Mission and a Christian

Worldview and Biblical Foundation. The cross is capped with General Education, while the

crossbeam contents represent the Academic Area of Emphasis in each subject area of specialty, and

the Professional Education component to represent pedagogical preparation.

These four components reflect the University's focus on Spirit, Mind and Body.

The circle surrounding the point of crossing and merging of the Spirit, Mind, and Body components

further connects all contents by implementing educational Competencies, Experiences, Outreach,

and Assessment.

The Conceptual Framework includes a focus on the Spirit, Mind, and Body of each student:

The Spirit: ORU Mission—Christian Worldview and Biblical Foundation—

commitment to the Christian heritage, and "Going into every person's

world."

The Mind: General Education—emphasis on the humanities and the arts and sciences.

Academic Area of Emphasis—subject area specialty

Professional Education—pedagogical preparation

The Body: Attention to health and physical fitness

All of these combine in the Celtic cross to connect the components through clearly defined

Competencies, Experiences, Assessments, and Outreach activities in the community and

throughout the world to provide continuing assessment to identify successes, evaluate needs, and

identify the basis for future improvements.

The entire Conceptual Model is overlaid on Oral Roberts University's unique Whole Person seal,

symbolizing the University's founding purpose and emphasis on Spirit, Mind, and Body.

Theme

Transformed Educators

" . . . be ye transformed by the renewing of your mind . . . " Romans 12:2

The Oral Roberts University School of Education's theme is "Transformed Educators." The School of

Education's desire is to develop and train future educators as teachers, principals, superintendents, and

other professional school personnel who have been transformed by the power of Jesus Christ and who

demonstrate the character and dispositions of Christian values, ethics, and moral integrity. The College of

Education also desires to develop students as transformed professional educators who know and

demonstrate the content, pedagogical, and professional knowledge, skills, and dispositions necessary to

help all students learn and to be educational leaders.

Vision

Transforming Society, The Miracle Ahead, A Transformed Generation

"Ye have not chose me . . . I have chosen you and ordained you that you should go and bring forth fruit,

and that your fruit should remain." John 15:16

The Oral Roberts University College of Education vision is to train and develop professional school

personnel who will go into every person's world, into public, private, Christian, and home schools as

transformed educators. As transformed educators they will make such an impact that they will be a

catalyst for transforming society, which in turn will help transform the next generation.

Mission

Preparing Professional Christian Educators to Go Into Every Person's World

The Oral Roberts University College of Education is charged to provide the opportunity for individuals

who hold Christian principles to participate in initial and advanced study in preparation for professional

public and private responsibilities in the field of education throughout the world.

APPENDIX B

PASL-Aligned Post-Assignment Examples

1) Strategically Leading Organizations (MED 512/GHED 702)

2) Effective Leadership (MED 501/

GHED 701)

3) Culturally Responsive Education (MED 502/GHED 602)

4) Leadership of Curricular and Instructional Practices (MED 525/GADM 825)

5) Leading from the Middle (MED 543/MED 544)

6) Executive Leadership: The Superintendency (GADM 821/GADM 822)

Strategically Leading Organizations

(MED 512/GHED 702)

Post-Assignment Orientation

To: Cooperating Administrator

From: Dr. Patrick Otto, Chair of the Graduate School of Education, Oral Roberts

University

Re: ORU Graduate Student Request for Post-Assignment Collaboration

Dear Sir/Ma’am:

Thank you for your consideration of our graduate candidate’s request to collaborate with you on

one or more post-assignments. We need your help to prepare outstanding leaders in the field of

education. Your partnership with this candidate, and the Graduate School of Education, is truly

appreciated. Thank you.

The candidate is required to complete this post-assignment for one or more of the following

reasons:

(1) Earn the course credit for MED 512/GHED 702: Strategically Leading Organizations.

(2) Practice education best practices evaluated in the ETS

Performance Assessment for School

Leaders (PASL). The student may complete the PASL at the end of the program during a

full-time Internship in Executive School Leadership that will be fulfilled at another site.

(3) Fulfill 24 internship working hours.

Please review and discuss with the graduate candidate the post-assignment to be completed. We

are asking you to please provide the graduate candidate with the time, access and guidance to

successfully complete the post-assignment.

If you have any questions, please feel free to contact me or our director of graduate internships.

Sincerely,

Dr. Otto

Chair, Graduate School of Education

jotto@oru.edu

918.495.7087

Prof. Ellis

Director of Graduate Internships

tellis@oru.edu

918.495.6867

Strategically Leading Organizations Post-Assignment

In light of the course, under your Cooperating Administrator’s leadership and guidance, work with a collaborative team to help develop,

or create, an existing research-based plan to improve alignment and pursuit of the site’s mission, vision or core values. Your "site" is

defined as: Masters – School building; Doctorate – School district or Higher Education Institution. Please track your time in a self-

created time log (WORD, EXCEL, Google Docs, etc.). (24 working hours)

# Task Artifacts Questions

Identify a

significant

problem or

challenge

Submit 1

representative

page of the

longitudinal

data

Discuss with the Cooperating Administrator the importance of the mission, vision, and core values of the site. With

his or her help, identify a challenge related to implementing and assessing the attainment of the mission, vision,

and core values that s/he would like assistance addressing. Respond to the following questions (maximum of 600

words):

a. Describe the significant challenge selected. What is the impact that the challenge has on instructional practice

and student learning? Provide examples to demonstrate the impact of the challenge.

b. What longitudinal data did you collect? Why are the data appropriate? How do the data support the choice of

a significant challenge?

c. What result do you anticipate if the challenge is addressed? How will the result(s) impact instructional practice

and student learning?

Establish and

meet with the

team

With the help of your Cooperating Administrator, identify and work with three to five colleagues, with varying levels

of experience to serve as a collaborative research review team to address the identified challenge. Interview the

team to find out more about the challenge in order to focus your research. Respond to the following questions

(maximum of 600 words):

a. Provide a rationale for the choice of each colleague.

b. What steps were taken to elicit/encourage each colleague’s involvement with the team? Why were these steps

taken? How does a Christian worldview influence these decisions?

c. What structure was put in place to support and sustain the team during the collaborative work? Provide a

rationale.

Conduct

Research

Submit 1

representative

page of the

research

materials and

resources

Conduct further research to find ideas and solutions to the challenge. Respond to the following questions

(maximum of 600 words):

a. What significant research did you conduct and/or consult?

b. What school and/or district resources did you use?

c. How do the school/community/cultural influences affect the implementation of the research strategies?

Strategically Leading Organizations Post-Assignment

Share your

Research and

Receive

Feedback

Submit

collaborative

team research

presentation

Share your research findings and possible options for addressing the challenge with the Cooperating

Administrator and the collaborative team.

After you have presented your findings ask them these questions

(you may add others as you wish):

Do you have any comments?

Is there anything you disagree with, or have a different perspective on?

Do you believe these ideas can work here? How might they need to be adapted?

What do you predict the impact would be if…?

Reflect

Reflect on the process. Respond to the following questions (maximum of 400 words):

a. From a Christian worldview, and the feedback you received, what changes would you make to the process

if you were to do this again?

b. From a Christian worldview, how has what you have learned influenced the way you will approach future

problem-solving tasks?

Report Time

Log, Site

Information &

Cooperating

Administrator

Review

Time Log

Submit and upload your time log in your D2L course shell under: Content - Chalk & Wire Submission

Instructions, Rubrics & Links - Submit Time Log and Complete State School Information & Cooperating

Administrator Self-Assessment. Also complete the 17-question school context and cooperating administrator

survey. The rubric file in the D2L shell contains the questions. For the latest data on your school context

(often a year old) you can find it from your cooperating administrator or your state's education

accountability office. In Oklahoma the site is: https://www.edprofiles.info/report-card

Strategically Leading Organizations Post-Assignment

Glossary for Writing Formats

Description (Also List & State): Description in this context is a retelling of what happened in a school situation or event. This kind of writing is meant to set the scene for raters. Your description

should be logically ordered and provide enough detail to allow raters to have a basic sense of your building situation so that they can understand what you are conveying in your analysis.

• Critical features are accurately and precisely enumerated or explained.

• The elements or features of the events, people, concepts, or strategies referenced are described clearly and in a logical order.

• ALL features or elements that would allow an outsider to see as you see whatever is described are included.

Analysis: Analysis deals with reasons, motives, and interpretation and is supported by the concrete evidence you provide in the materials you submit. Your analytic writing will show raters the

thought processes that you used to arrive at the conclusions you make about a leadership situation or event. Analysis demonstrates the significance of the evidence you submit. In some cases, it

will include the achievements that resulted from an activity you facilitated. Or in other cases, it could be a discussion of the results of a survey that solicited feedback from various sources.

Reflection: Reflection is the thought process that occurs after the completion of an activity. This is the kind of thought process that allows you to think deeply about what occurred — and what did

not occur — during the leadership event and to make decisions about how you would approach similar situations in the future. You could decide to do something the same way, differently, or not

at all. Although reflective thought may occur in many places, in your responses to the reflection questions you must show how you will use what you learned from your leadership experiences to

inform and improve your practice.

NOTE: Analysis and reflection overlap

Analysis and reflection do overlap, though they are not identical. Analysis involves the interpretation and examination of elements or events supported by evidence. Reflection, a particular kind of

analysis, always suggests self-analysis or retrospective consideration of one’s practice. When you are asked to analyze or reflect, be certain that your response meets these criteria.

For example, if you are instructed to analyze the success of a particular activity or some specific strategy, do not use the analysis or reflection sections to explain what happened. Explaining what

happened is a form of description. Moreover, simply stating a conclusion (e.g., “The professional development was a success!”) or saying that you observed the fulfillment of your goals without

giving evidence or examples to support the statement is not analysis. Raters need to be made aware of why you interpreted the results of a lesson the way you did. You need to explain your

interpretation of the evidence (a form of analysis) as well as your understanding of what should come next (a form of reflection).

Analysis deals with reasons, motives, and interpretation. All of these are grounded in the concrete evidence you provide in the artifacts you submit as part of your performance assessment. But you

must explain the significance of events and not expect the rater to draw conclusions. Your examples cannot tell the rater what you inferred about your practice — only your analysis and reflection

can do that.

Tell the rater how the professional development in your building affected student performance — doing so is a form of analysis and interpretation. Use your evidence of colleagues’ work to explain

and illustrate your practice and also to provide a context for the artifact.

Ask yourself the following questions when preparing your analysis and reflection:

• What did my colleagues know before this professional experience?

• What did my colleagues learn because of this professional experience?

• What did I know about my colleagues and their knowledge before this professional experience?

• What did I learn about my colleagues and my leadership because of this professional experience?

• What would I do differently? (reflection)

Strategically Leading Organizations Post-Assignment

RUBRIC (1 of 3)

Number

Score of 1

Score of 2

Score of 3

Score of 4

1a.

Response provides evidence that

includes the following:

an inaccurate selection of a

significant problem/ challenge that

impacts instructional practice and

student learning, with trivial

examples linked to the impact

Response provides evidence that

includes the following:

a cursory selection of a significant

problem/ challenge that impacts

instructional practice and student

learning, with loosely connected

examples linked to the impact

Response provides evidence that

includes the following:

an appropriate selection of a

significant problem/ challenge that

impacts instructional practice and

student learning, with effective

examples linked to the impact

Response provides evidence that

includes the following:

an insightful selection of a

significant problem/ challenge that

impacts instructional practice and

student learning, with significant

examples tightly linked to the

impact

1b.

little or no use of longitudinal data to

support the choice of the significant

problem/challenge

a limited use of longitudinal data to

support the choice of the significant

problem/challenge

an appropriate use of longitudinal

data to support the choice of the

significant problem/challenge

an extensive use of longitudinal

data collected to support the choice

of the significant problem/challenge

1c.

an inappropriate identification of the

anticipated results of resolving the

problem/ challenge, with an

irrelevant identification of the

anticipated impact on instructional

practice and student learning

a partial identification of the

anticipated results of resolving the

problem/ challenge, with a confusing

identification of the anticipated

impact on instructional practice and

student learning

a relevant identification of the

anticipated results of resolving the

problem/ challenge, with an

appropriate identification of the

impact on instructional practice and

student learning

an insightful identification of the

anticipated results of resolving the

problem/ challenge, with a

significant identification of the

anticipated impact on instructional

practice and student learning

2a.

an inappropriate selection of

colleagues with various levels of

experience to serve as part of the

collaborative team, with a

disconnected rationale for the choice

of each colleague

a cursory selection of appropriate

colleagues with various levels of

experience to serve as part of the

collaborative team, with a partial

rationale for the choice of each

colleague

an informed selection of appropriate

colleagues with various levels of

experience to serve as part of the

collaborative team, with a logical

rationale for the choice of each

colleague

a significant selection of

appropriate colleagues with various

levels of experience to serve as part

of the collaborative team, with a

detailed rationale for the choice of

each colleague

2b.

ineffective steps taken to

elicit/encourage each colleague’s

involvement with the team, with an

irrelevant rationale

With vagueness, uses a Christian

worldview when considering all

stakeholders in his/her learning

community when making

educational decisions

limited steps taken to

elicit/encourage each colleague’s

involvement with the team, with an

incomplete rationale

With some clarity and in general,

uses a Christian worldview when

considering all stakeholders in

his/her learning community when

making educational decisions

effective steps taken to

elicit/encourage each colleague’s

involvement with the team, with an

appropriate rationale

With clarity and a few details, uses a

Christian worldview when

considering all stakeholders in

his/her learning community when

making educational decisions

insightful steps taken to

elicit/encourage each colleague’s

involvement with the team, with a

thorough rationale

With clarity and details, uses a

Christian worldview when

considering all stakeholders in

his/her learning community when

making educational decisions

Strategically Leading Organizations Post-Assignment

RUBRIC (2 of 3)

Number

Score of 1

Score of 2

Score of 3

Score of 4

2c.

Response provides evidence that

includes the following:

little or no structure that supports

and sustains the team during the

work, with an inappropriate rationale

Response provides evidence that

includes the following:

a partial structure that supports and

sustains the team during the work,

with an inconsistent rationale

Response provides evidence that

includes the following:

an effective structure that supports

and sustains the team during the

work, with an appropriate rationale

Response provides evidence that

includes the following:

a significant structure that supports

and sustains the team during the

work, with a thorough rationale

3a.

inappropriate identification of

significant research

inconsistent identification of

significant research

appropriate identification of

significant research

insightful identification of

significant research

3b.

trivial identification of the influence

of school and/or district resources

uneven identification of the influence

of school and/or district resources

informed identification of the

influence of school and/or district

resources

extensive identification of the

influence of school and/or district

resources

3c.

minimal identification of the

influence of school/community/

cultural influences on the

implementation of the research

strategies

limited identification of the influence

of school/community/ cultural

influences on the implementation of

the research strategies

appropriate identification of the

influence of school/community/

cultural influences on the

implementation of the research

strategies

significant identification of the

influence of school/community/

cultural influences on the

implementation of the research

strategies

a minimal research presentation

designed to resolve the

problem/challenge

a partial research presentation

designed to resolve the

problem/challenge

an effective research presentation

designed to resolve the

problem/challenge

an extensive research presentation

designed to resolve the

problem/challenge

5a.

ineffective reflection on lessons

learned from the entire process of

developing and implementing the

research presentation, with

inappropriate examples that

incorporate a Christian worldview

and the whole person lifestyle;

including the spiritual, physical,

intellectual, social, and emotional

aspects

partial reflection on lessons learned

from the entire process of

developing and implementing the

research presentation, with limited

examples that incorporate a

Christian worldview and the whole

person lifestyle; including the

spiritual, physical, intellectual, social,

and emotional aspects

relevant reflection on lessons learned

from the entire process of

developing and implementing the

research presentation, with

appropriate examples that

incorporate a Christian worldview

and the whole person lifestyle;

including the spiritual, physical,

intellectual, social, and emotional

aspects

substantive reflection on lessons

learned from the entire process of

developing and implementing the

research presentation, with

insightful examples that

incorporate a Christian worldview

and the whole person lifestyle;

including the spiritual, physical,

intellectual, social, and emotional

aspects

Strategically Leading Organizations Post-Assignment

RUBRIC (3 of 3)

Number

Score of 1

Score of 2

Score of 3

Score of 4

5b.

Response provides evidence that

includes the following:

minimal identification of how what

has been learned will influence

future approaches to problem-

solving tasks, with inappropriate

examples that incorporate a Christian

worldview and the whole person

lifestyle; including the spiritual,

physical, intellectual, social, and

emotional aspects

Response provides evidence that

includes the following:

inconsistent identification of how

what has been learned will influence

future approaches to problem-

solving tasks, with limited examples

that incorporate a Christian

worldview and the whole person

lifestyle; including the spiritual,

physical, intellectual, social, and

emotional aspects

Response provides evidence that

includes the following:

informed identification of how what

has been learned will influence

future approaches to problem-

solving tasks, with appropriate

examples that incorporate a

Christian worldview and the whole

person lifestyle; including the

spiritual, physical, intellectual, social,

and emotional aspects

Response provides evidence that

includes the following:

significant identification of how

what has been learned will

influence future approaches to

problem-solving tasks, with

insightful examples that

incorporate a Christian worldview

and the whole person lifestyle;

including the spiritual, physical,

intellectual, social, and emotional

aspects

Effective Leadership (MED 501/GHED 701)

Post-Assignment Orientation

To: Cooperating Administrator

From: Dr. Patrick Otto, Chair of the Graduate School of Education, Oral Roberts

University

Re: ORU Graduate Student Request for Post-Assignment Collaboration

Dear Sir/Ma’am:

Thank you for your consideration of our graduate candidate’s request to collaborate with you on

one or more post-assignments. We need your help to prepare outstanding leaders in the field of

education. Your partnership with this candidate, and the Graduate School of Education, is truly

appreciated. Thank you.

The candidate is required to complete this post-assignment for one or more of the following

reasons:

(1) Earn the course credit for MED 502/GHED 701: Effective Leadership.

(2) Practice education best practices evaluated in the ETS

Performance Assessment for School

Leaders (PASL). The student may complete the PASL at the end of the program during a

full-time Internship in Executive School Leadership that will be fulfilled at another site.

(3) Fulfill 24 internship working hours.

Please review and discuss with the graduate candidate the post-assignment to be completed. We

are asking you to please provide the graduate candidate with the time, access and guidance to

successfully complete the post-assignment.

If you have any questions, please feel free to contact me or our director of graduate internships.

Sincerely,

Dr. Otto

Chair, Graduate School of Education

jotto@oru.edu

918.495.7087

Prof. Ellis

Director of Graduate Internships

tellis@oru.edu

918.495.6867

Effective Leadership Post-Assignment

In light of this course, in a group of 2-3 classmates, please interview one site Cooperating Administrator and

his or her collaborative team to learn how they addressed an issue that influenced professional norms, ethical

behavior, responsibility and/or values. Video record your interview. Your "site" is defined as: Masters – School

building; Doctorate – School district or Higher Education Institution. Please track your time in a self-created

time log (WORD, EXCEL, Google Docs, etc.). (24 working hours)

Task Artifacts Questions

Identify a past

problem

In a group of 2-3 classmates, please work with one site Cooperating Administrator to identify how s/he helped

worked with an existing team (or created an ad hoc team) to develop and implement a plan to improve the site.

Ideally, the Cooperating Administrator will have artifacts for you to review. Based on this information, you (and

your team) will interview the Cooperating Administrator and the collaborative team involved using the questions

below. Give the questions several days before the interview and ask the Cooperating Administrator if s/he would

like the interviews done at the same time or separately.

Interview

Administrator

Questions to be used when interviewing the Cooperating Administrator (submit written summary of 1,000 words

maximum of all the questions):

a. What steps did you and your collaborative team take to implement the plan? Please provide a rationale for

each

step.

b. What responsibility did

each

collaborative team member assume while implementing the plan? What

encouragement or feedback did you offer and why did you offer it? Provide examples.

c. How did your collaborative team elicit feedback from the targeted audience? How did the feedback impact

the implementation of the plan? How did the feedback impact your team members as a whole? Provide

examples.

d. What steps did the collaborative team take to ensure that student learning was being affected as a result of

the implementation of the plan? What process did the team use to collect evidence of student learning?

Provide examples of student learning to support your conclusion.

e. What challenge(s) arose during the implementation of the plan? What steps did you and the team take to

address the challenge(s)? Provide examples.

Effective Leadership Post-Assignment

Interview

Collaborative

Team

Questions to be used when interviewing the collaborative team that helped to develop and implement the plan

(submit written summary of 600 words maximum of all the questions):

a. To what extent were you able to foster a collaborative team? Provide examples.

b. What did you learn about your team members concerning their professional growth as partners in the

collaborative team?

c. How will the creation of the collaborative team serve as a vehicle for positive change in the school culture?

Cite examples from any part of your work with the collaborative team to support your response.

Group

Reflection

As a group discuss the interviews with each other. Use the rubric below to reflect on the work.

From a Christian worldview, report on the implementation of the plan and submit a 2 page group response.

Video Record

Team

Responses

10 minute

video

From a Christian worldview, consider the stakeholders and practices in your response. In one ten-minute group

videotaped discussion via Zoom (or another videoconferencing program that allows recording).

a. Based on the quality of the resolution are there are any other viable options to develop and implement the

process if it was to happen again?

b. Evaluate what lessons have you learned from the entire process of developing and implementing the plan?

c. How has what you have learned influenced the way you will approach future problem-solving tasks?

Report Time

Log, Site

Information &

Cooperating

Administrator

Review

Time Log

Submit and upload your time log in your D2L course shell under: Content - Chalk & Wire Submission

Instructions, Rubrics & Links - Submit Time Log and Complete State School Information & Cooperating

Administrator Self-Assessment. Also complete the 17-question school context and cooperating administrator

survey. The rubric file in the D2L shell contains the questions. For the latest data on your school context (often a

year old) you can find it from your cooperating administrator or your state's education accountability office. In

Oklahoma the site is: https://www.edprofiles.info/report-card