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Handbook for the

PK-12 Principal/PK-12 Supervisor of Special Education Endorsement Program

University of Northern Iowa Educational Leadership

College of Education

508 Schindler Education Center

Cedar Falls, IA 50614-0604

319.273.2605 – office

319.273.5175 – fax

www.uni.edu/coe/elcpe

Fall 2010

Educational LeadershipPrincipalship Program

Dear School Leadership Student,

Thank you for selecting the University of Northern Iowa in order to increase your ability to inspire others to dream more, learn more, do more and become more. UNI enjoys a rich history of developing educators who serve in the classroom, administrative offices, and throughout the district’s community. From its founding in 1876 as the Iowa State Normal School, leadership in education continues to be synonymous with UNI.

Your transformation from teacher educator to leader of educators will occur throughout the program as you: 1) work with mentors 2) seek role models 3) enhance communication skills 4) identify strengths 5) interact with cohort members and faculty, 6) develop a leadership philosophy 7) examine beliefs, values and behaviors 8) address issues of ethics and fairness 9) strengthen your own pedagogy and 10) extend your viewpoint of education in multiple contexts. Along the way, you will establish lifelong friendships, grow professionally, extend your efficacy and broaden your sphere of educational influence. You will learn from cohort members, mentors, faculty, school colleagues, research experts, and even from yourself. The Iowa Standards for School Leaders (ISSL) will frame your experiences, curriculum and assessments. Not only will you learn these six standards that govern Iowa’s school leaders – you will live them.

As your Educational Leadership faculty, we will strive to build relationships, continually seek ways to improve ourselves and provide high quality learning experiences. We are pleased to share with you our passion for education, our combined 120 years of experience as school leaders, and our desire to impact the future of education. We will help you touch the future through your leadership, passion for education and desire to serve. Welcome to an incredible journey of Learning, Service and Change.

The UNI Educational Leadership Team

Gary CurrieRobert DeckerDavid ElseLew FinchTim GilsonBetty HoganDotty HundleyDewitt JonesNicholas J. PaceVictoria RobinsonMarlene Shea

508 Schindler Education Center • Cedar Falls, Iowa 50614-0604 • Phone: 319-273-2605 • Fax: 319-273-5175

“If your actions inspire others to dream more, learn more, do more and become more, you are a leader.”

-John Quincy Adams

Table of ContentsEducational Leadership

Overview.............................................................................................................................. .1

Core Values...........................................................................................................................2

Iowa Standards for School Leadership..................................................................................3

The Path to School Leadership..............................................................................................4

Internship

Overview.............................................................................................................................. .5

Roles ................................................................................................................................... .6

Mentoring............................................................................................................................10

Stages...................................................................................................................................11

Course-Embedded Internship..............................................................................................12

Field-Based Internship.........................................................................................................14

Program-Required Internship Experiences……….………………………….…………………….……….….…25

Internship Resources

Field-Based Internship Planning Worksheet………………………………………………………………..20

Program-Required Internship........................................................................................25

Student Contact Information Form...............................................................................26

Mentor Contact Information Form................................................................................27

Prospective Mentor Approval Form..............................................................................28

Mentor Contract…………………………………………………………………………………………..………….…29

Mentor Feedback Form.................................................................................................30

Field-Based Internship Plan Approval Form...................................................................31

Field-Based Internship Reflection Examples [to be included at later date]..................

Internship Skill Formative/Summative Assessment.......................................................32

Progress Monitoring Form.............................................................................................35

Critical Element Papers

Overview..............................................................................................................................36

Writing Rubric......................................................................................................................39

Tips for Effective Writing......................................................................................................40

Sample Cover Page..............................................................................................................43

Portfolio

Overview..............................................................................................................................44

School Leadership Portfolio/Presentation Rubric ...............................................................46

UNI Educational Leadership Overview

Program Mission Statement:

The Educational Leadership faculty at the University of Northern Iowa nurture and develop reflective Leaders of Learning, Service, and Change who positively impact student achievement and school improvement.

Our faculty works hard to ensure that our mission statement is more than a slogan or poster. We strive to live it every day. In addition to acting in accordance with the Iowa Standards for School Leaders (ISSL), we hold that the most effective school leaders will also function as Leaders of Learning, Service, and Change. As the student moves through the program, he or she will be immersed in these concepts and see their connection to ISSL and school leadership.

Leader of Learning – The leader is committed too Continuous Improvement driven by relevant datao Effective use of technologyo Cultural Competency and Appreciation of Diversityo Fostering culture of high expectationso Personal and professional growth of self, educators, and students

Leader of Service – The leader is committed too Collaboration with stakeholderso Placing the needs of others before oneselfo Modeling and reinforcing service that benefits others

Leader of Change – The leader is committed too Continuous Improvement of the educational experience and processo Cultural Competency and an Appreciation of Diversityo Social Justiceo Effective use of data

As part of our commitment to continuous professional development, we’ve expanded on our mission to develop and nurture reflective Leaders of Learning, Service and Change. Building on this framework, we’ve defined three Core Values that guide the way we work with aspiring school leaders, mentors, and each other. The Core Values—Building Relationships, Continuous Improvement, and High Quality Learning Experiences—can be seen hanging in faculty members’ offices, in Schindler Education Center, on our website, and the following page. They can also be seen in practice.

UNI Educational Leadership Core Values

The Path to School Leadership

As a member of a cohort of aspiring school leaders, the student moves through the program as a member of a vibrant professional learning community. The student and colleagues will become a familiar, trusted network of professionals and valuable source of affirmation and support. The same is true of the UNI instructors. The student will see why we’ve said for years that students don’t graduate from UNI Educational Leadership Programs; he or she graduates into our family of school leaders.

The path to school leadership will include these features:

37 credit hours of coursework, aligned with ISSL, McREL’s Principalship Responsibilities, and the UNI Conceptual Framework emphasizing the growth and development of Leaders of Learning, Leaders of Service, and Leaders of ChangeA hands-on, ISSL-aligned internship that allows the student to gain leadership experience in his or her own school district as well as other settingsDevelopment of Professional Growth and Personal Wellness PlansAuthentic learning experiences, simulations, and interactions, such as the Day in the OfficeDevelopment and presentation of a professional portfolio that highlights the student’s internship experiences as an aspiring school leaderA comprehensive Capstone experience at the end of the program that demonstrates the student’s competence at connecting theory, experience, and standards to real-world school leadership dilemmas of practice

"The most valuable aspect of the program was the extensive 225-hour site determined internship and site-based responsibilities. I was asked to step out of my comfort zone and get involved in a wide variety of tasks. I worked with staff in every department; district office, transportation, maintenance, committees, meetings, classroom observations, you name it, I did it! I participated in areas of our school that I would not have focused on without the guidance of professors and my mentor. Fulfilling the requirements of the internship provided a wealth of real-world experience.”

-Nick Boots, 2009 Graduate

Overview of the Internship

This quote captures the importance of the internship. It represents the vital link between theory and practice for school leaders. The student will complete an extensive, 425 hour, collaboratively planned internship that is aligned with ISSL, builds on coursework, and reflects the unique goals and needs of the student and school districts. The student will be registered for a total of two credit hours of internship at various times during the program. Practically speaking, the internship experience is happening at all times during the program. These experiences comprise at least 200 of the required 425 hours and are indicated in course syllabi.

The student will work with a school administrator who serves as his or her mentor. The student and mentors receive assistance from on-campus faculty members as well as UNI Faculty Field Supervisors throughout the process. The internship is divided into three components:

Course-Embedded Internship Experiences

These experiences are directly related to content in particular courses, aligned with ISSL, and are assigned while the students are enrolled in those courses. Instructors provide background information, guidance and feedback for these assignments.

Field-Based Internship Experiences

These experiences are collaboratively developed between the student, his or her mentors, on-campus faculty, and Faculty Field Supervisors. The student and mentors collaborate to develop a personalized internship plan, aligned with ISSL that addresses particular needs of a school while building leadership capacity. These experiences comprise at least 225 of the required 425 hours

Program-Required Internship Experiences

These experiences are not associated with a particular course, but are required components of the internship experience and relate to the program’s focus on Leaders of Learning, Service, and Change. Students are required to identify the key experiences that showcase their work as Leaders of Learning, Leaders of Service, and Leaders of Change.

Breakdown of Required Hours

Students will complete a minimum of 225 hours in their Field-Based Internship. A minimum of 100 of these hours will be in students’ endorsement areas (elementary, middle school, high school), with the remaining hours coming from other endorsement areas. For example, a high school teacher would complete 100 hours of internship experiences in high school, 75 in an elementary school setting, and 50 hours in special education. All students, regardless of endorsement area, will complete a minimum of 15 hours in early childhood education, which may be included in the elementary hours.

Recording of Hours and Experiences

Students record their internship experiences using the online Student Management System (SMS). SMS allows students to identify the ISSL and criterion related to the experience, specify the role they played and the significance, and reflect on what he or she learned from the experience. SMS automatically tracks the hours completed as students record their experiences. Students also receive feedback via SMS on the quality of their reflections. Instructions for using SMS will be provided separately.

"Vision without action is merely a dream. Action without vision just passes the time. Vision with action can change the world."

-Joel Barker

Formative/Summative Evaluation of the Internship

Once each semester, the Faculty Field Supervisor will arrange an appointment with student and mentor to discuss the quality of the student’s internship experience and performance. Using the evaluation instrument (found in the Resources section of this handbook), student, mentor, and Faculty Field Supervisor engage in a three-way conversation focused on growth. In addition, students complete the Mentor Feedback Form (also found in the Resources section the handbook) aimed at assisting mentors in providing the kind of guidance and coaching that will be most useful to the student.

Individual Roles in the Internship

Students, mentors, Faculty Field Supervisors, and on-campus faculty members each have specific responsibilities for ensuring a meaningful internship experience. Those responsibilities are found on the pages that follow.

The Student:

1. Follows and abides by all of the rules, guidelines and policies of the school district and ISSL, and maintains absolute confidentiality and ethical standards.

2. Completes and sends Student Contact Form and Prospective Mentor Form to Marlene Shea (marlene.shea@uni.edu), due October 1.

3. Accepts the primary responsibility for cooperatively developing the Field-Based internship plan that is acceptable to both the mentor and UNI Faculty Field Supervisor. Plan is due in Educational Leadership office on November 15 of the 1st semester in the program.

4. Submits signed Internship Plan Approval Form to UNI Faculty Field Supervisor by December 1st of first semester of study. Upon approval, student uploads the plan to SMS.

5. Maintains an open, cooperative relationship with the mentor and others involved with the internship and completes the mentor evaluation form each semester for discussion at the formative/summative assessment meeting. Student uploads completed assessment form to SMS and sends an electronic copy to Marlene.Shea@uni.edu.

6. Performs all elements of the internship in an exemplary manner.

7. Completes Field-Based Internship reflections and the Internship Log in a timely and responsible manner each semester. Logs are automatically updated when reflection forms are submitted via the SMS.

8. Completes 225 hours of Field-Based internship experiences and 200 hours of Course-Embedded Internship hours as required by UNI to be eligible for the PK-12 Principal/PK-12 Special Education Supervisor Endorsement. Internship experiences are to be completed during each semester of the Principalship Preparation Program.

9. Initiates conversations with mentor about how to help with educational leadership responsibilities at school site. Takes the initiative to be actively involved in all school activities and functions.

10. Utilizes professional and all available opportunities to fully engage in school leadership growth opportunities.

11. Completes Program-Required Internship Reflections and logs hours by May 1 of the second year in the program.

12. Completes Course-Embedded Internship hours by the third week in July, in the last term of the program.

13. Completes Field-Based Internship experiences by May 1 of the second year in the program.

“A smooth sea never made a skilled mariner.”

-English proverb

The Faculty Field Supervisor:

1. Works with student and mentor to develop and review internship plan in first semester of the program.

2. Approves internship plan developed by student and mentor. On or before the end of the first semester of study, the UNI Faculty Field Supervisor sends one copy of plan and Internship Plan Approval Form to Marlene Shea and retains one copy.

3. Coordinates and schedules meetings directly with mentors and students.

4. Meets with mentor and student a minimum of one time at the end of each fall and spring semester, to review and assess student’s progress, discuss possible changes to internship plan, review student’s reflection forms, and collect student’s evaluation/assessment forms. Forwards one copy of all forms to Marlene Shea and retains one copy. Fall evaluation/assessment forms are to be sent to Marlene Shea by February 1; spring forms by June 1.

5. Confirms with Marlene Shea that all necessary paperwork from mentor has been received.

6. Meets with student and mentor each semester to discuss Formative/Summative Assessment and Mentor Feedback Form.

7. Provides prompt and accurate communication to students via the web, e-mail, and/or phone.

8. Answers questions regarding the Professional Portfolio and maintains communication with on-campus faculty members.

On-Campus Faculty Members:1. Oversee the assignment and completion of Course-Embedded Internship Experiences.

2. Communicate with students as questions and concerns arise regarding program completion, the portfolio, reflections, logging of hours, etc.

3. Communicate as necessary with Faculty Field Supervisors and mentors regarding advisees’/students’ progress on assignments, the internship, and in the program.

4. Provide guidance, advice, and assistance with all areas of the program as needed.

The Mentor:

“The Faculty Field Supervisor shows that UNI makes a serious commitment to us.”

-Rob Arnold, 2009 Graduate

"Drs. Gilson, Pace, and Robinson have knowledge, experience, and enthusiasm that makes all the difference. They've been there and have respect for different learners and adults at different phases of life."

-Joel Hunzelman, 2009 Graduate

1. Assists the student in the development and implementation of the internship plan and initiates regular growth-focused conversations with the student related to the student’s progress and performance on the internship plan.

2. Collaboratively develops and approves the internship plan (which includes a selection of specialized experiences that are aligned with the ISSL Standards,) with the UNI Faculty Field Supervisor.

3. Provides supervised school leadership experiences as outlined in the internship plan, reviews reflections for accuracy, and completes confidential semester evaluations (fall and spring semester) of the student's work.

4. Provides the leadership necessary to ensure that the student's role is fully understood by the Board of Education, faculty, and students, as appropriate.

5. Opens doors of opportunity that provide experiences for the student to gain real-world school leadership experiences that connect theory to practice.

6. Conducts periodic review sessions and reflective dialog with the student to discuss what has been accomplished and provides the student feedback regarding his/her internship experiences.

7. Provides release time, if at all possible, in order for the student to engage in authentic school leadership experiences associated with the Principalship/Special Education Supervisor.

8. Communicates with UNI Faculty Field Supervisor and/or campus based faculty as needed.

9. Prepares semester formative/summative assessments (found in the Resources section of the handbook) for intern at the end of each fall and spring semester. Semester evaluation forms will be maintained electronically on SMS.

10. Completes and returns Mentor Contract, Mentor Contact Form, and resume to Marlene Shea on or before October 31.

Mentoring

"I can't tell you how valuable it is to have a mentor who can fill in the blanks in terms of real-life experiences, practical application, insights, and advice which help to solidify the day-to-day realities of being a principal. The mentor bridges the gap between classroom learning and real life application."

-Matt Switzer, 2009 Graduate

The term mentor originated from the character Mentor who was the friend of King Ulysses in Homer’s Odyssey. He watched the king’s son while Ulysses was away, acting as a personal and professional counselor and guide. Like the first mentor, today’s mentors assist with career and psychosocial functions. Under the career function, mentors sponsor, coach, protect and challenge. Under the psychosocial function, mentors serve as role models, counselors, and affirmers. Thus, conversations between mentor and mentee vary in scope and purpose. The purpose and scope includes coaching, collaborating and consulting and are described below.

Coaching, Collaborating or Consulting

Intention -CoachingCoaching: To support idea production and reflection on problems and decision-making. To increase the ability to self-coach and become a self-directed learner, thinker and problem solver.

ActionMaintain a nonjudgmental stance with full attention to the emotional and mental process of person. Inquiring, paraphrasing and probing for specificity to surface the person’s perspectives, perceptions, issues and concerns.

CuesUsing approachable voice, using the pronoun “you” as in “So you’re concerned about…”Using a pattern of pausing, paraphrasing and inquiring to open thinking, framing invitational questions to support thinking such as “What might be some ways to…?”“What are some options that you are considering?” or “What are some of the connections you are making between…?”

Intention -CollaboratingCollaborating: To co-develop information, ideas and approaches to problems. To model a collegial relationship as a standard for a professional approach.

ActionBrainstorming ideas, co-planning, sharing and exchanging resource materials, jointly noting problem frames and generating alternative ways to think about issues and concerns, and alternating offering ideas with encouraging the person to contribute ideas.

CuesSitting side-by-side, focused on the common problem, using the pronouns “we” and “us” and using phrases like, “Let’s think about…” “Let’s generate…” or “How might we…?”

Intention – ConsultingConsulting: To share information, advice and technical resources about policies and procedures and insights from experiences and knowledge and skill base.

ActionProviding resources, demonstrating processes, offering expert commentary, sharing principles of practice by elaborating the “what,” “why,” and “how” of proposed ways of thinking about problems and proposed solutions, framing problems within wider contexts and providing expert ways to approach problems and concerns and illuminating principles that guide choices.

CuesUsing a credible voice, sitting up straighter or leaning back a bit from the table, using the pronoun “I” as in, “Here’s how I think about the problem.” and using book-marking phrases for emphasis such as: “It’s important to …,” “Keep in mind that…,” or “Pay attention to when you…”

Stages of the Internship

Stage 1 – Preparation Complete the Contact Form with the student’s contact information and submit to the Educational

Leadership Office and Faculty Field Supervisor. Review the Mentor Responsibilities and approach the prospective mentor using the Prospective

Mentor Approval Form (found in the Resources section). Submit the completed Prospective Mentor Approval Form to the Marlene.Shea@uni.edu before October 31 of the first semester in the program.

Begin working on the LifeStyles Inventory (LSI) 1 (due November of the first semester in the program) and 2 (due December 20 of the first semester in the program).

Begin developing a “Balcony View” of schools and school leadership.

Stage 2 – Development of the Plan Begin developing the Field-Based Internship Plan using the Field-Based Internship Planning

Worksheet (found in Resources section of this handbook). Ask mentor to begin thinking about appropriate Field-Based Internship Experiences using the

Internship Planning Worksheet (found in the Appendices). Meet with mentor to compare ideas and solidify Field-Based Internship Plan. Prepare to meet with Faculty Field Supervisor for approval of the Field-Based Internship Plan during

the first semester of study.

Stage 3 – Launching the Field-Based Internship Begin carrying out the Field-Based Internship Plan. Begin recording experiences and reflections via SMS. Monitor and adjust the Field-Based Internship Plan as necessary. Maintain needed communication with Faculty Field Supervisor and Advisor. Engage regularly with mentor regarding progress, performance, questions, etc. related to the

Internship.

Points of Emphasis: Course-Embedded Internship Experiences do not require a summary and reflection on SMS. The Field-Based Internship requires one experience related to each of the ISSL criteria. Be sure to

specify the Standard and Criteria for Field-Based Experiences and complete the summary and reflection on SMS.

Program-Required Internship Experiences are completed at any point during the program and recorded on SMS.

Future school leaders who have experienced the most growth are consistently those who have placed the greatest emphasis on reflection, honest communication with mentors, and sought internship experiences that stretch their comfort zones.

The Course-Embedded Internship

The following list represents a partial compilation of Course-Embedded Internship Experiences and the ISSL and Criterion. Course-Embedded Internship Experiences are subject to change as instructors adjust courses and assignments. Students will receive feedback from course instructors on their work.

Proposed Course Course-Embedded Internship Experience & ISSL

270:206 – Orientation to ISSL and Educational Leadership

Life Styles Inventory 1 & 2 (2e, 2g)Stakeholder Dialogue Analysis (1f, 2h, 3f, 4a)Principal-Superintendent Interview Summary (1a, 3f)Grant Sterling Principal Evaluation (all ISSL)Philosophy of Education Overview Presentation (all ISSL)

270:247 – School Management for Student Learning and Achievement

Development of Monthly Principal’s Calendar (3c)Technology Use Presentation (2b, 3e)Technical Writing Modules (3f, 4b)Equity Matrix Assignment (4d, 5e, 6b)NCLB Disaggregation Project (1b, 2d, 3f)Students examine building/district ELL integration process and proficiency levels (2c, 4d, 5d, 6b)

270:282 – Leading School Growth and Improvement

Development of Principal’s Change Toolkit (1b, 1d, 2c, 2e)Tracking a Change Initiative Project (1b, 2e, 2f, 2g)PD Presentation on the Change Process (1c, 2f, 2g)

270:245 – Leadership for Effective Schools and Organizations

Community Presentation (4a, 4b, 5d, 6b)Spring School Leadership Role (2j, 3f, 4a)

#TBD – School Leadership Seminar Day in the Office Role Play (all ISSL)Facilitation of Schindler Faculty Meeting (all ISSL)Impact of Poverty Simulation (3f, 4a, 4b, 5d)Professional Growth Plan (all ISSL)Personal Wellness Plan

220:260 – Special Education Law and Policy

Manifestation Determination (1c, 2d, 5d)Participation in IEP problem solving/meetings (4a, 4b, 5a, 5d, 5e)Co-Teaching with Special Education Teacher (1c, 2d, 2j)

200:214 – Foundations of Instructional Psychology

Gifted/Talented (GT) project (1c, 2c, 2d)At-Risk/Alternative HS Student Oral History project (4a, 4b, 4d, 5d)

250:205 – Educational Research Disaggregation of building/district student achievement data (1a, 1b, 2d, 2g)Principal’s Action Research project using building-level data (1a, 2d, 2g)

270:232 – School Law and Governance Interagency interview project (4a, 4b, 4c, 6a, 6b)School litigation analysis project (All ISSL)Current litigation overview (All ISSL)Complete school budget simulation with mentor (3d)

#TBD – Extracurricular Leadership 1 & 2 (elective emphasis area)

Non-participant student interviews (1f, 2h, 4a, 4d)Others under development

#TBD – Community Connections 1 & 2 Non-participant student/community interviews (1f, 2h, 4a, 4d)

270:204 – Evaluator Approval for Improved Student Learning

Conduct Classroom observations using Iowa standards (92a, 2d, 23, 2f)Pre/Post Observation Conferences (2b, 2c, 2e, 2f, 2g)Conduct 2 teacher evaluations (1 regular ed, 1 SpEd) (2d)Novice/Veteran Teacher Evaluation Process Interview (2a, 2d)Walk-Through Evaluations (2j)

270:249 – Leading Teaching, Learning, and Curriculum

Develop whole faculty study and/or PD focused on issues related to Curriculum, Instruction, and Assessment (2f)Develop training tool focused on engaging and relevant instructional practices (1b, 2f)Oral history of ELL/immigrant student (4d, 5d, 5e, 6b)Collect and analyze various levels and content area classroom assessments (1b, 2d)

270:232 – School Law and Governance Interagency interview project (4a, 4b, 4c)School handbook analysis project (all ISSL)Current litigation overview (varies, all ISSL)Complete school budget simulation with mentor (3d)

#TBD – Extracurricular Leadership 1 & 2 (elective emphasis area)

Non-participant student interviews (2h, 4a, 4d) Others under development

#TBD – Community Connections 1 & 2 (elective emphasis area)

Non-participant student interviews (2h, 4a, 4d) Others under development

The Field-Based Internship

Each student will complete a Field-Based Internship that includes at least one experience for each of the 35 criterion under ISSL. The 6 ISSL and 35 criteria appear below, followed by a list of sample experiences. In developing the internship plan, students and mentors should remember that many schools and districts will already have important projects under way that would be ideal school leadership experiences.

Upon completion of each Field-Based Internship Experience, the student will log his or her work on SMS, summarizing the student’s role in the activity and reflecting on the learning taken from it. The student will also record the number of hours and match the experience to the appropriate ISSL and criteria. The Field-Based Internship should be completed with all experiences recorded by May 1 of the second year in the program.

Following are a condensed version of the ISSL criteria. For a complete listing, see page 3.

Standard 1: Visionary Leadership

An educational leader promotes the success of all students by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school community.

a) Uses data for Establishment of Achievement Goalsb) Uses best practice in Program Improvementc) Articulates/Promotes High Expectations for Teaching/Learningd) Aligns educational programs w/ District Vision and Goalse) Provides Leadership for Major Initiatives and Change Effortsf) Communicates effectively with various stakeholders on progress

Potential experiences, artifacts, and activities (adapted from Principalship Performance Review: A Systems Approach (2009) by School Administrators of Iowa and The Wallace Foundation) could include:

Facilitates School Improvement Plan, Building Improvement Plans/grade level goals.

Leads, develops, plans, enacts Building Staff Development Plan

Facilitates staff meetings and addresses vision/mission

Coordinates, writes, develops school newsletter, blog, etc.

Coordinates monthly student recognition Produces local newspaper/web articles

highlighting achievement Develops building-wide discipline plans/academic

guidelines Implements character education plans Establishes and maintains student organization in

support of student learning Uses student data/profiles to identify goals and

address actual needs Facilitates department/grade level/ team

meetings Coordinates/presents district report

cards/building report/performance summaries Facilitates problem solving meetings

Collaborates on/presents “State of the School” report from principal

Develops/updates/presents Mission/Vision statement and related materials

Coordinates/develops Partners in Education program(s)

Leads tours of building and sites to prospective parents, public groups, alumni

Facilitates Professional Development sessions Compiles and presents needed data for staff Assumes leadership roles in SIAC/related

committees Produces web articles, Blogs submissions,

Podcasts, promotional materials and video Presents to the school board and stakeholder

groups Facilitates parent/stakeholder meetings Provides daily/weekly teacher/staff

communications (i.e. Newsletter) Facilitates committee meetings – agendas and

minuteso End of Year Board Report (review of

programs) Other experiences developed with mentor

Standard 2: Instructional Leadership

An educational leader promotes the success of all students by advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional development.

a) Provides leadership for Assessing/Developing/Improving Climate and Cultureb) Systematically/Fairly Recognizing/Celebrating Staff/Student Accomplishmentc) Encourages design of more effective learning experiences for studentsd) Monitors/Evaluates Effective Curriculum/Instruction/Assessmente) Evaluates Staff and Provides ongoing coaching for improvement f) Ensures professional development that enhances teaching/learning g) Uses research/theory to develop/revise professional growth planh) Promotes collaboration with all stakeholdersi) Accessible and approachable to all stakeholdersj) Visible and engaged in the community k) Articulates and reinforces desired school culture, showing evidence

Facilitates staff in-service focused on particular content areas

Develops and Implements Walk-through evaluations

Develops and implements school climate surveys and presentation and analysis of results

Serves on building/district/state committee addressing NCLB, curricular standards, instruction,

Collaborates on the development of building/district Professional Development Plan

Conducts teacher evaluation, including pre/post observation conferences

Facilitates faculty meeting focused on curriculum, instruction, assessment

Attends state and national conferences and provides evidence of implementation of new learning

Facilitates building/district level study teams Facilitates faculty book study Provides opportunities for faculty to observe and

engage in effective teaching practice Facilitates teacher interview process Collaborates with student services personnel Engages in student discipline problem solving Evaluates alignment of building/district curriculum

and actual use of instructional materials

Facilitates Iowa Core Curriculum, Iowa Professional Development Model initiatives, etc.

Assists with student/teacher portfolio development

Actively involved in faculty/staff in-service and professional development

Develops quality teacher in every classroom report to community

Presents at building/district leadership team meetings

Collects, analyzes, and presents building climate data

Engages with speakers/authors and application of ideas

Develops relevant professional growth opportunities and applies acquired information

Facilitates professional learning groups Develops and demonstrates a lesson plan model Interacts with community related to improved

instruction Demonstrates involvement in and leadership of

mentoring and induction program Contributes to recruiting, hiring and retaining

quality professional staff Facilitates faculty adoption of new instructional

technologies and or methods Other experiences developed with mentor

Standard 3: Organizational Leadership

An educational leader promotes the success of all students by ensuring management of the organization, operations, and resources for a safe, efficient, and effective learning environment.

a) Complies with state and federal mandates and local board policiesb) Recruitment, selection, induction, and retention of staff for quality instruction c) Addresses current and potential issues in a timely manner d) Effectively/efficiently manages fiscal and physical resources e) Protects instructional time f) Uses effective communication w/internal and external audiences about school operations

Examines and critiques the extent to which building expectations are clearly understood, aligned with mission/vision, etc.

Facilitates/develops/updates student, faculty, substitute, and teacher handbooks

Develops newsletters, web articles and other tech artifacts (blogs, wiki, etc.) related to smooth functioning of the school

Develops/updates/evaluates building/district crisis plans

Produces and distributes staff memos, ensuring clarity of message

Documents parental contact through visits, phone calls, email, etc.

Completes required fire marshal reports/fire and disaster drill records

Completes insurance audit of building Meets with maintenance staff, focused on

operations, efficiency, safety, procedures, etc. Uses technologies to streamline procedures for

attendance, grades, registration Coordinates event supervision, special event

scheduling, etc. Collaborates with developing the building

master schedule, early dismissals, late starts, etc. Focus on maximizing instructional time.

Analyzes a controversial issue that resulted in a collaborative decision. Tracks, summarizes, and evaluates the process and outcomes.

Conducts physical plant management plan/walk-throughs

Organizes and reviews new student (new and incoming) orientation process or grade level transitions

Plans and coordinates new staff member orientation

Conducts exit interviews for departing staff members, compile and report results

Coordinates the hiring process (schedule, procedures, etc.)

Provides building leadership team minuteso Staff meeting agendaso Student safety survey data resultso Instructional time scheduleso Student discipline logs

Facilitates safety committee meeting/crisis management plans

Monitors and evaluates attendance/tardy procedures/expectations with consistently enforced consequences

Shadows food service personnel and interviews director regarding costs, procedures, etc.

Shadows bus driver/maintenance personnel and interview regarding major issues, challenges, etc.

Shadows central office/support staff, taking note of key responsibilities, challenges, etc.

Other experiences developed with mentor

Standard 4: Collaborative Leadership

An educational leader promotes the success of all students by collaborating with families and community members, responding to diverse community interests and needs and mobilizing community resources.

a) Engages families and community, and promotes shared responsibility for student learning and education

b) Promotes/supports structure for family/community involvement c) Facilitates connections of students/families to health/social services that support a focus on learningd) Collaboratively establishes a culture that welcomes and honors families and community and seeks ways

to engage them in student learning

Facilitates/develops/establishes parent advisory committee

Develops parent volunteer database and recognition ceremony

Interviews staff and community to develop plan for increasing community involvement in the school

Assesses effectiveness of site-council (or similar group) and makes recommendations for improving effectiveness

Assesses school media center for materials related to heritage, ethnicity, cultural diversity, sexual orientation, etc.

Tracks school web site hits, monitors updates Develops a database of agencies and resources

available to students and families Conducts interviews with select community

leaders, assessing their perceptions of strengths, weaknesses, and future directions of the school

Facilitates student council meetings, priorities, service projects

Assesses the extent to which the building/district function in concert to benefit student learning

Collaborates with higher education and other entities

Coordinates district/building student mentoring/volunteer programs

Oversees/expands school to work programs Coordinates/examines school facility use

policies and procedures Develops and implements survey of faculty as

to where/how volunteers could assist in classrooms and programs

Assesses school’s relationships with community agencies, YMCA, mental health providers, etc. to determine if collaboration is effective, offering recommendations for maximization

Observes site council meetings and presentations to the Board of Directors (documentation)

Coordinates/expands/evaluates/improves Open House, Parents at School, Grandparent’s Day, Veteran’s Day, (or similar), Family Activity Night functions

Establishes business and/or community partnerships to enhance collaboration

Explores job shadowing/internship/community outreach learning opportunities

Establishes, enhances, expands effective school outreach initiatives

Standard 5: Ethical Leadership

An educational leader promotes the success of all students by acting with integrity, fairness and in an ethical manner.

a) Demonstrates ethical and professional behavior b) Demonstrates values, beliefs, and attitudes that will inspire others to higher levels of performancec) Fosters and maintains caring, professional relationships with staff d) Demonstrates appreciation for and sensitivity to diversity in the school community e) Demonstrates respect for divergent opinions

Establishes a character education program in the school and document activities (documentation)

Coordinates and facilitates assemblies and programs focused on character, ethics, tolerance, etc.

Provides speakers/programs/resources for parents

Demonstrates fair treatment in discipline scenarios

Communicates character education principles, actions, etc.

Establishes/expands culture festivals to honor and celebrate diversity

Provides school news and information using multiple languages

Develops school calendar and events reflecting many ethnic religious holidays based on school demographics

Ensures and evaluates representation of diverse interest, ethnic, and other groups on school committees

Reviews handbook to ensure equitable implementation of policies

Addresses specific concerns of families/student re: controversial issues

Facilitates and encourages student involvement in community service events, programs (documentation)

Participates in and promotes relevant community service work

Provides written summaries and reflections related to ethical leadership

Participates in developing/reviewing/updating instructional plans for diverse groups such as ELL, TAG, etc.

Evaluates student handbook (policies and procedures)

Solicits anonymous feedback on performance as a leader

Demonstrates consistent, timely, proactive action on bullying/harassment

Demonstrates commitment to justice and ethics

Standard 6: Political Leadership

An educational leader promotes the success of all students by understanding the profile of the community and responding to, and influencing the larger political, social, economic, legal and cultural context.

a) Collaborates with service providers/decision-makers to improve teaching and learning b) Advocates for the welfare of all members of the learning community c) Designs and implements appropriate strategies to reach desired goals

Meets monthly with curriculum director or building staff development team to plan staff development for teachers and self

Actively involved in district curriculum committee

Speaks at service clubs/community groups Shares progress on district goals to parent-

teacher organizations Facilitates/organizes Cultural Festival

celebrating school/community diversity Serves on Ed Committee for city, chamber,

economic development, or similar organization Uses multiple modes of communication to

engage legislators and policy makers Logs outside community resource agencies Develops a list of key websites, reading

materials, professional resources to assist leaders in being politically informed.

Develops and implements plans for political engagement

Guides staff in disaggregating data Uses demographic data of community to

establish student learning needs Observes and participates in community

forums, city council proceedings, etc. Writes articles in newsletter or local paper

regarding local, state, national educational issues

Actively participates in SIAC or similar committees

Works with DE, AEAs and other resources Serves on local and state boards, etc. Plans staff development opportunities

addressing diversity Interviews the district’s school law attorney

regarding ethics for administrators Evaluates building handbook to determine

alignment with board polices Interviews individuals on different sides of a

controversial issue, summarizing the key points, and suggest potential courses of action

Facilitates law and policy makers’ visits to the district/building

ISSL #1 – Visionary Leadership

Standard Visionary Leadership/Experience Area(Condensed Criteria)

E.C. /Elem/Sec/Sp Ed(Indicate Grade Level)

Approximate Hours

DESCRIPTION EstimatedCompletion Date

1a Uses data for Establishment of Achievement Goals

1b Uses best practice in Program Improvement

1c Articulates/Promotes High Expectations for Teaching/Learning

1d Aligns educational programs w/ District Vision and Goals

1e Provides Leadership for Major Initiatives and Change Efforts

1f Communicates effectively with various stakeholders on progress

Field-Based Internship Planning Worksheet

Name:___________________________ Cohort:

Due: November 15 of 1st Semester in Program & as changes are made.Student uploads plan to SMS upon approval from Faculty Field Supervisor.

ISSL #2 – Instructional Leadership

Standard 2 Instructional Leadership(Condensed Criteria)

Approximate Hours

2a Provides leadership for Assessing/Developing/Improving Climate and Culture

2b Systematically/Fairly Recognizing/Celebrating Staff/Student Accomplishment

2c Encourages design of more effective learning experiences for students

2d Monitors/Evaluates Effective Curriculum/Instruction/Assessment

2e Evaluates Staff and Provides ongoing coaching for improvement

2f Ensures professional development that enhances teaching/learning

2g Uses research/theory to develop/revise professional growth plan

2h Promotes collaboration with all stakeholders

2i Accessible and approachable to all stakeholders

2j Visible and engaged in the community

2k Articulates and reinforces desired school culture, showing evidence

ISSL #3 – Organizational Leadership

Standard 3

Organizational Leadership (Condensed Criteria)

Approximate Hours

3a Complies with state and federal mandates and local board policies

3b Recruitment, selection, induction, and retention of staff for quality instruction

3c Addresses current and potential issues in a timely manner

3d Effectively/efficiently manages fiscal and physical resources

3e Protects instructional time

3f Uses effective communication w/internal and external audiences about school operations

ISSL #4 – Collaborative LeadershipStandard 4 Collaborative Leadership

(Condensed Criteria)E.C. /Elem/Sec/Sp Ed(Indicate Grade Level)

Approximate Hours

4a Engages families and community, and promotes shared responsibility for student learning and education

4b Promotes/supports structure for family/community involvement

4c Facilitates connections of students/families to health/social services that support a focus on learning

4d Collaboratively establishes a culture that welcomes and honors families and community

and seeks ways to engage them in student learning

ISSL #5 – Ethical Leadership

Standard 5 Ethical Leadership (Condensed Criteria)

Approximate Hours

5a Demonstrates ethical and professional behavior

5b Demonstrates values, beliefs, and attitudes that will inspire others to higher levels of performance

5c Fosters and maintains caring, professional relationships with staff

5d Demonstrates appreciation for and sensitivity to diversity in the school community

5e Demonstrates respect for divergent opinions

ISSL #6 – Political Leadership

Standard 6

Political Leadership (Condensed Criteria)

Approximate Hours

6.a Collaborates with service providers/decision-makers to improve teaching and learning

6.b Advocates for the welfare of all members of the learning community

6.c Designs and implements appropriate strategies to reach desired goals

Program-Required Internship Experiences

Program-Required Experience

Location (school, agency, business, &

contact people)

Description Estimated Completion Date

Full-Day Principal Shadowing

Non-profit/Social Service Experience

Business Internship Experience

Program-Required Internship

Program-Required Internship Experiences are not affiliated with particular courses. Rather, they are specific experiences that relate to important aspects of the UNI Principalship Program and UNI Educational Leadership Conceptual Framework, as well as ISSL. The experiences must be completed and logged on SMS prior to the portfolio presentation. The experiences are outlined below:

Full-Day Principal Shadowing Experience: Students are required to shadow a principal in a building with significantly different demographics from their own. During this experience, students will apply the School Administration Manager (SAM) Time Analysis Tools to focus their observations.

Non-profit/Social Service Experience: Students are required to complete four to six hours of internship experience in a non-profit/social service setting (such as cultural centers, immigration centers, homeless shelter, GLBT center, food bank, etc.).

Business Internship Experience: Students are required to complete four to six hours of internship experience in a business setting.

Name of Student: Cohort:

Home Address: City/State/Zip:

Home Telephone & Cell Phone:

Home E-mail Address:

School Name & Phone:

School E-mail Address:

School Address:

City/State/Zip:

Indicate the e-mail address you would like us to use on the mailserv :

School Position/Job Title:

Name of Mentor:

Please send as an attachment via e-mail tomarlene.shea@uni.edu

or mail to

Marlene SheaDepartment of Educational Leadership, Counseling, and Postsecondary Education

508 Schindler Education CenterUniversity of Northern IowaCedar Falls, IA 50614-0604

Student Contact Information

Due: October 1 of first semester & when changes are made.

Name of Mentor First Name Middle Initial Last Name

Title of Mentor:

Mentor’s Home Address:

City/State/Zip:

Mentor’s Home Telephone & Cell Phone:

Yes! Include my name on the Educational Leadership Phone-A-Friend List. I understand that I may be asked to share my thoughts on a school leadership issue via phone during a class in the Principalship Program.

Mentor’s School Name and Address:

City/State/Zip:

Mentor’s School Telephone:

E-mail Address where you prefer to be reached:

Name of Student:

Please send this form – plus resume – as an attachment via e-mail tomarlene.shea@uni.edu

or mail to

Marlene SheaDepartment of Educational Leadership, Counseling, and Postsecondary Education

508 Schindler Education Center - University of Northern IowaCedar Falls, IA 50614-0604

Mentor Contact Information

Due: October 31 of 1st Semester in Program and when changes are made.

Student Name:_____________________________________ Cohort:_____________________

Student’s School District & Building:_________________________________________________

Prospective Mentor’s Name:_______________________________________________________

Prospective Mentor’s District & Building:_____________________________________________

(Please provide requested information below)

o Prospective Mentor is a currently practicing administrator, licensed in Iowa, with proof of completion of Iowa Evaluator Approval

Mentor’s Folder Number:_______________

The UNI Principal Program seeks to develop and nurture reflective Leaders of Learning, Service, and Change who positively impact student achievement and school improvement. To that end, please briefly describe the prospective mentor’s relevant leadership experiences in the following areas. Use additional space if necessary.

o Leader of Learning (examples may include facilitating professional development for faculty, continued professional study as an administrator, articles, presentations, professional conference attendance, and etc.)

o Leader of Service (examples may include formation of community partnerships, service to school and community that is beyond the normal duties of the principal, special projects with an emphasis on service to others, and etc.)

o Leader of Change (examples may include leadership initiatives that are designed to promote personal, professional, and educational change, such providing leadership for new schedules, curriculum, improved educational experiences for students, and etc.)

Prospective Mentor Approval Form

Student: After interviewing your prospective mentor, please provide the following information so your prospective mentor’s experiences can be understood.

Due: October 31 of 1st Semester in Program and when/if mentor changesStudent email form to Marlene.Shea@uni.edu

The Mentor/Contractor: