Master of Arts in Education Administrative Services ...resources.cui.edu/courses/edua590/resources/student... · Summer EDR 605- Capstone: Action Research Project *Example of course

School of Education Concordia University Irvine

1530 Concordia West Irvine, CA 92612

Master of Arts in Education Administrative Services Credential Practicum Student Handbook Spring 2014

Applicable to Face-to-Face and Online Cohorts Beginning the MAED Administration

Program Spring II 2014 Only

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TableofContentsNOTE TO THE ADMINISTRATIVE PRACTICUM STUDENT ......................................... 2 

Cohort Information................................................................................................................... 3 

PRACTICUM COMMUNICATION ...................................................................................... 4 

MASTER OF ARTS IN EDUCATION ................................................................................... 5 

MASTER OF ARTS IN EDUCATION ................................................................................... 7 

ADMINISTRATION ............................................................................................................... 7 

PRACTICUM IN EDUCATIONAL ADMINISTRATION .................................................... 8 

EDUA 590 & 591 .................................................................................................................... 8 

SIGNATURE ACTIVITY REFLECTION FORM ............................................................... 26 

Administrative Services Credential Program ......................................................................... 28 

MEMORANDUM OF UNDERSTANDING ........................................................................ 28 

ONE-PAGE NARRATIVE OF PROPOSED PRACTICUM EXPERIENCE ...................... 29 

NARRATIVE REFLECTION FORM ................................................................................... 30 

SAMPLE NARRATIVE REFLECTION #1 ......................................................................... 31 

ADMINISTRATIVE PRACTICUM STUDENT LOG OF HOURS .................................... 35 

ADMINISTRATIVE PRACTICUM STUDENT LOG OF HOURS .................................... 36 

CERTIFICATE OF ELIGIBILITY ....................................................................................... 67 

NOTES…………………………………………………………………………………...58

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NOTE TO THE ADMINISTRATIVE PRACTICUM STUDENT

Dear Administrative Practicum Student: You have worked very hard to get to this point in the Master of Arts in Education: Administrative Credential program at Concordia University. The faculty in the MAED Administration Program are pleased that you are beginning the exciting and challenging practicum phase of the program. We hope that your experiences will meet many of your professional needs and personal goals. To help you, an assigned Concordia Supervisor, in collaboration with your Site Supervisor, will structure and evaluate your growth as a potential administrator. The Administrative Practicum Student Handbook is designed to provide vital information for your use and reference throughout the practicum program. Please read the handbook carefully and refer to it often during your experience. The handbook will help to increase understanding of what you need to do to make your practicum experience more successful. Please carefully read through the entire handbook which provides procedural information and the forms you will need to meet guidelines and document your hours while in the program. All practicum experience must be appropriately documented using the Log of Hours, Narrative Reflection and other forms as designated. All documentation must be submitted to your Concordia Supervisor for review and then posted on Blackboard prior to the end of each practicum course, EDUA 590 and EDUA 591. A specific timeline for the submission of assignments including logs, narrative reflections and other required documents will be provided by your Concordia Supervisor. Please share this handbook with your Site Supervisor as you discuss the practicum experience including goals and tasks to be achieved and collaboratively develop the Administrative Planning Document. This document will serve as your long range plan for the acquisition of practicum experiences reflecting the California Administrator Performance Expectations (CAPE’s). The Concordia School of Education welcomes you to what we hope will be a rich and rewarding Administrative Practicum experience! Sincerely, Sandra Scharlemann Assistant Dean Coordinator Administrative Practicum School of Education Concordia University – Irvine

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Cohort Information

Pink Cohort Block Cohort Begins: Spring II 2014 Admin Practicum Begins: Summer 2014

Start Program

Spring 2014

2015

Location Spring II Summer Fall I Fall II Spring 1 Spring II Summer

Arcadia Start Program  Sym 1 / 590 ‐

Register 

Sym 2 590 ‐ Due Sym 3 / 591 

Register 

591 ‐ Due

Glendale Start Program  Sym 1 / 590 ‐

Register 

Sym 2 590 ‐ Due Sym 3 / 591 

Register 

591 ‐ Due

Hawthorne/Torrance Start Program  Sym 1 / 590 ‐

Register 

Sym 2 590 ‐ Due Sym 3 / 591 

Register 

591 ‐ Due

Ontario Start Program  Sym 1 / 590 ‐

Register 

Sym 2 590 ‐ Due Sym 3 / 591 

Register 

591 ‐ Due

San Bernardino Start Program  Sym 1 / 590 ‐

Register 

Sym 2 590 ‐ Due Sym 3 / 591 

Register 

591 ‐ Due

Santa Cruz Start Program  Sym 1 / 590 ‐

Register 

Sym 2 590 ‐ Due Sym 3 / 591 

Register 

591 ‐ Due

Garden Grove Start Program  Sym 1 / 590 ‐

Register 

Sym 2 590 ‐ Due Sym 3 / 591 

Register 

591 ‐ Due

Perris Start Program  Sym 1 / 590 ‐

Register 

Sym 2 590 ‐ Due Sym 3 / 591 

Register 

591 ‐ Due

Vista Start Program  Sym 1 / 590 ‐

Register 

Sym 2 590 ‐ Due Sym 3 / 591 

Register 

591 ‐ Due

Pink Cohort should be getting ready to complete their first 50 hours of

Practicum...December 12, 2014.

Pink Cohort completes their 100 hours of Practicum...June 26, 2015.

Administrative Practicum Orientation will be conducted by the Concordia Practicum Supervisor immediately after the first Administrative Symposium.

If you have any questions, please contact the Practicum Coordinator.

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PRACTICUM COMMUNICATION

Concordia’s official mode of communication to all students is through their Eagles E-mail address. All official notifications, correspondence, requests, verification, etc., must be sent through the student’s Eagle E-mail account. Please check your Eagles E-mail account daily for updates and communication. If you wish to forward your Eagles E-mail account to your personal E-mail account, refer to the following short tutorial. Tutorial for forwarding Eagles E-mail address:

1. Visit web site: www.cui.edu 2. Click under current students 3. Click on Eagles Email. 4. You will be taken to Eagles Gmail sign-in 5. Enter your User ID – which is your E#, followed by your password 6. Remember, this is the same password you use for Blackboard 7. This will take you to your Eagles Gmail account. 8. Click on the gear icon in the upper right corner. 9. Click on settings. 10. Click on Forwarding and POP/IMAP 11. Enter an E-mail address you wish to forward to and click next, then click proceed. 12. You will receive an email to the forwarding address to confirm. Follow the

instructions to confirm delivery.

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MASTER OF ARTS IN EDUCATION

ADMINISTRATION

COURSE DESCRIPTIONS EDUA 516 Instructional & Transformational Leadership 3 units This course combines the important theories of educational leadership with the theories of transformational leadership. This course examines the context of change as it impacts society and its schools; determines leadership qualities and skills necessary for creating successful and enduring change in schools; explores the culture and politics of change as it relates to various members of the school community including administrators, teachers, students, parents, and community leaders; and develops effective strategies for marketing, managing, implementing, and integrating change in three essential areas--teaching, learning, and leadership. This course will provide students with an understanding of school organization and the management and leadership of schools. EDUA 517 Curriculum Design & Evaluation 3 units This course will provide students with an intensive study of pedagogical approaches and materials including state curriculum documents, the curricular recommendations of professional associates, recommendations that have emerged from recent educational research, and the recommendations of recent reform movements. Specific emphasis will be given to the study of alternative approaches to curriculum theory, design, practice, and evaluation. EDUA 557 Human Resources 3 units This course examines the trends, issues, scope and practices of personnel administration in schools. Personnel management strategies, theories of managing school personnel and addressing the evaluation protocol for classified and certificated personnel will be addressed. EDUA 556 Legal & Political Aspects in Education 3 units This course will explore the shaping of education in America by law and the legal system. Many of today’s issues of educational policy are also issues of law: desegregation, the treatment of students with disabilities, English as a second language, religion in the schools, and school finance. Consequently, decisions regarding schools increasingly are being made by the courts. This course provides the educator a basic knowledge of the judicial branch of the government and its impact on education. EDUA 558 Financial Resources 3 units This course examines the trends, issues, scope and practices of school finance. Financial management strategies, techniques for developing a projected budget and strategic plan, Local Control Funding Formula and Local Control Accountability Plan will be addressed. EDUA 581 Educational Research: Methods & Analysis 3 units This course examines how action research can generate knowledge in education to effect school change and school improvement. Multiple forms of data collection and data analysis are examined, to provide students with research strategies by which to evaluate educational programs and practices. The course assists students in formulating problem statements, articulating research questions, connecting theory to practice (literature review), aligning data collection strategies with research questions, increasing the validity of a study, illustrating ways to analyze data, drawing conclusions based on data, and reporting the results of the study.

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EDR 605 Action Research 3 units Students enrolled in EDR 605 Action Research work individually or in small groups, and with their faculty advisor to finalize planning, implement the action plan, and write the action research report. Students collaborate online, and when necessary face-to-face, with their faculty advisor and other group members to share and discuss the progress of their project. Ultimately, students meet with their faculty advisor and other students at the Capstone Experience oral presentations to share and discuss project outcomes and reflections. EDUA 590 and EDUA 591 Practicum in Educational Administration 6 units

3 units each practicum course In the Administrative Fieldwork/Practicum (EDUA 590/591) students examine administrative and supervisory behaviors in the context of the school site based upon Anchor Activities and other administrative experience activities. These activities are designed to give students hands-on experiences at the school site and the district level. A minimum of 20 hours of the activities must be at the district level and minimum of 20 hours must be at a site different from where the Practicum Student works. This experience provides students with the opportunity to develop supervisory skills that promote improvement of instruction for all students including those from diverse cultural and linguistic backgrounds. The practicum course requires students to develop objectives and specific site-based activities that relate to the organizational and cultural environment of the school. EDUA 593 Administrative Symposia 3 units 1 unit each symposium EDUA 593 is a series of three one-unit "best practices" symposia held on various Saturdays throughout the school year. Each symposium presents a new topic on critical issues in education for administrators as presented by distinguished participants in the educational administration field. Students attend three symposia throughout the administration program and complete an assignment for each. Symposium events are held at the Irvine campus. Online students will have Internet access to the events.

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MASTER OF ARTS IN EDUCATION

ADMINISTRATION

PROGRAM OVERVIEW

ASC - Preliminary Administrative Services Credential

Term Course Number and Title In-School Administrative Practicum

Saturday Symposia

Spring II EDUA 516- Instructional & Transformational Leadership

EDUA 593 Symposium I Symposium II Symposium III

Summer EDUA 517- Curriculum Design & Evaluation EDUA 590 (Practicum I)

Fall I EDUA 557- Human & Financial Resources

Fall II EDUA 556 - Legal & Political Aspects in Education

Spring I EDUA 558 – Financial Resources EDUA 591 (Practicum II)

Spring II EDUA 581- Research in Education

Summer EDR 605- Capstone: Action Research Project

*Example of course sequence. Important Notes:

Course sequence for program may vary. The above table is an example of the course sequence. Candidates may register for more than one EDR 605 in order to have adequate time to complete the

collaborative action research project.

EDUA 590/591: In-School Practica are completed on-site and comprise the administration field experience hours. In addition to meeting regularly with their site supervisors, students will participate in support meetings with their Concordia University Supervisors. Concordia University Supervisors will determine the support meeting times and location.

EDUA 590 and 591 are "program long" beginning with the second MAED course. Practicum courses are designed to be taken in sequence throughout the program. EDUA 590 and 591 cannot be taken concurrently.

A minimum of 50 hours are needed for each practicum course. EDUA 590 cannot be started until at least one class for the MA/Credential program is completed. *Your University Supervisor will answer any specific concerns regarding hours needed in each course.

Candidates are required to attend the three (3) “Best Practices” symposia and complete the corresponding

follow-up assignments. Candidates earn one university credit towards his/her degree per symposia. Symposia are held on the Irvine campus or other designated locations.

      Saturday Symposia 8:00am-12:00pm* All cohorts meet with their Concordia University Supervisor 12:15 – 1:15

Concordia University Campus - IRVINE

May 17, 2014

October 25, 2014

February 7, 2015

*Note: Students will meet with their assigned Concordia University Supervisor regarding the Administrative Practicum immediately following the symposia. This required group meeting will be 60 minutes in length. Arrangements will be made for face-to-face cohorts located outside of Southern California and online cohorts to participate remotely in each symposia in real time. Symposia attendance is mandatory. Additional information will be sent to all students in a

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separate flyer including the name of the guest presenter prior to the date of each symposia. This information will be sent to your Eagles email address.

PRACTICUM IN EDUCATIONAL ADMINISTRATION

EDUA 590 & 591

Instructor: Office Hours: By appointment Phone: E-Mail:

The Mission of Concordia University Concordia University, guided by the Great Commission of Christ Jesus and the Lutheran Confessions, empowers students for a life of learning and service through integrative participation in the liberal arts and professional studies.

Institutional Graduate Learning Outcomes Integrated Learning

Ethical Leadership

Scholarly Research

Effective Communication

Reflective Practice

Community Engagement

The Purpose of the School of Education The School of Education prepares professional educators who demonstrate knowledge of theory and practice by making informed decisions leading to exemplary instruction for all learners.

INSTITUTIONAL GRADUATE LEARNING OUTCOMES

Integrate Instructional Design (IL) Graduates will be able to apply knowledge and skills from current research, scholarship and/or techniques in their field with other disciplines. Ethical Leadership (EL) Graduates will be able to apply standards of ethics informed by Christian teachings as they fulfill their vocations within a diverse society. Scholarly Research (SR) Graduates will be able to conduct scholarly research on problems and issues in their field of study. Effective Communication (EC) Graduates will be able to articulate knowledge and insights related to their field through written, oral and electronic media, in professional and academic contexts. Reflective Practice (RP) Graduates will be able to balance evidence-based decision-making, logical thinking and consideration of human potential to take appropriate actions that advance their field. Community Engagement (CE) Graduates will be able to assess and develop cogent positions on significant issues in their field to respond to needs in their respective communities. PROGRAM LEARNING OUTCOMES During this program of study, each student will:

Integrate Instructional Design Facilitate the development and implementation of a vision of learning that recognizes the needs of the school community. (IL, SR) Faith Foundation – God is hidden in human vocations as He works beneath appearances and through people to minister to the needs of all of His creation. As Isaiah wrote, “Then I heard the voice of the Lord saying, ‘Whom shall I send, and who will go for us?’ and I said, ‘Here am I; send me!’” (Isaiah 6:8) Apply Disciplinary Competencies Collaborate with the community to promote teaching and learning within school systems. (CE, IL)

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Faith Foundation – Acting with gratitude for God’s gracious blessings, we are called to be wise and faithful stewards of all that He provides for us as we serve His purposes. “As each has received a gift, use it to serve one another, as good stewards of God’s varied grace.” (1 Peter 4:10) Model Ethical Leadership Model servant leadership while actively nurturing and sustaining a school culture and instructional programs conducive to student learning and professional growth for faculty and staff. (CE, EL, RP) Faith Foundation – Jesus said, “Whoever wants to be first must be last of all and servant of all.” (Mark 9:35) In our new baptismal identity, the Holy Spirit daily works in our hearts to shape us into the image of Christ Himself, whose sacrifice on the cross is the ultimate leadership model for lives lived in service to others. (See also Ephesians 4:15-16) Exercise Informed Reflection Implement a balanced approach to decision making in an educational environment. (IL, RP) Faith Foundation – Successful navigation through our ever more complex and rapidly changing world demands pause for reflection to discern God’s plans for His creation. St. Paul cautioned “Do not conform any longer to the pattern of this world, but be transformed by the renewing of your mind. Then you will be able to test and approve what God’s will is –his good, pleasing and perfect will.” (Romans 12:2) Promote Active Learning Establish a personal learning network to support continuous professional growth in a global, digital and changing world. (EC, CE) Faith Foundation – Christians value the processes of forgiveness, healing and learning through which God continually works to make us whole. “Let the wise hear and increase in learning, and the one who understands obtain guidance, to understand a proverb and a saying, the words of the wise and their riddles. The fear of the Lord is the beginning of knowledge…” (Proverbs 1:5-7a) COURSE LEARNING OUTCOMES The learning outcomes for EDUA 590-591, the Administrative Practicum Courses, are synonymous with the California Administrator Performance Expectations (CAPE’s) for the Preliminary California Administrative Services Credential. Administrative Practicum participants will be able to promote the success of all students by:

Visionary Leadership Developing and articulating a vision of teaching and learning for the school consistent with the local education agencies overall vision and goals. (CAPE 1) Developing a shared commitment to all members of the school community. (CAPE 2) Leading by example to promote the implementation of the vision. (CAPE 3) Sharing leadership with others in the school community. (CAPE 4)

Instructional Leadership Promoting implementation of K12 standards, pedagogical skills, effective instructional practices, and student assessments for content instruction. (CAPE 5) Evaluating, analyzing, and providing feedback on the effectiveness of classroom instruction to promote student learning and teacher professional growth. (CAPE 6) Demonstrating understanding of the school and community context,, including the instructional implications of cultural/linguistic, socioeconomic, and political factors. (CAPE 7) Communicating with the school community about school wide outcomes data and improvement goals. (CAPE 8)

School Improvement Leadership Working with others to identify student and school needs and developing a data-based school growth plan. (CAPE 9) Implementing change strategies based on current, relevant theories and best practices in school improvement. (CAPE 10)

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Identifying and using available human, fiscal, and material resources to implement the school growth plan. (CAPE 11) Instituting a collaborative, ongoing process of monitoring and revising the growth plan based on student outcomes. (CAPE 12)

Professional Learning and Growth Leadership Modeling life-long learning and job related professional growth. (CAPE 13) Helping teachers improve their professional practices through professional growth activities. (CAPE 14) Identifying and developing a variety of professional and personal growth opportunities for faculty, staff, parents, and other members of the school community in support of the educational program. (CAPE 15)

Organizational and Systems Leadership Understanding and managing the complex interactions of all of the schools systems to promote teaching and learning. (CAPE 16) Developing, implementing, and monitoring the schools budget. (CAPE 17) Implementing California school laws, guidelines and other relevant federal, state, and local requirements and regulations. (CAPE 18)

Community Leadership Representing and promoting the schools accomplishments and needs to the LEA and the public. (CAPE 19) Representing and promoting the schools accomplishments and needs to the LEA and the public. (CAPE 20)

COURSE DESCRIPTION In the Administrative Fieldwork/Practicum (EDUA 590/591) students examine administrative and supervisory behaviors in the context of the school site based upon Signature Activities and other administrative experiences. These activities are designed to give students hands-on experiences at the school site and district levels. A minimum of 20 hours of the activities must be at the district level and minimum of 20 hours must be at a site different from where the practicum student works. Students are encouraged to complete more than the minimum hours at a different site in order to gain a wider range of administrative experience. The practicum is designed to foster the development of a positive organizational culture and to facilitate and enable various constituencies to contribute to the development and realization of organizational goals. This experience provides students with the opportunity to develop supervisory skills that promote the improvement of instruction for all students including those from diverse cultural and linguistic backgrounds. The practicum course requires students to develop objectives and specific site-based activities that relate to the organizational and cultural environment of the school. The program-long practicum includes a minimum of 20 practicum hours with a diverse population. Diverse population is defined as a racial and/or ethnic background different from that of the practicum student and may include experiences with SpEd, LGBT, Gifted and Talented students. If there is a question, practicum students may communicate with their Concordia Supervisor for clarification. During the course of the two practica, students meet with the Site Supervisor as directed to receive guidance and feedback on their practicum experiences. Students share experiences in the form of logs and narrative reflections with the Concordia Supervisor who provides written feedback and monitors practicum progress. The Concordia Supervisor will work in conjunction with the Site Supervisor to assist the administrative candidate in identifying areas of interest and need guided by the California Administrator Performance Expectations. Candidates are expected to participate actively in administrative and instructional leadership experiences under the guidance of the Site Supervisor during the administrative practicum.

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EDUA 590 cannot be started until at least one class in the MAED/Administrative Credential program is completed. EDUA 590 and 591 are "program long" beginning with the second MAED course. Practicum courses are designed to be taken in sequence during the MAED program. EDUA 590 and 591 cannot be taken concurrently. Students must complete a minimum of 50 hours of practicum experience in EDUA 590 and a minimum of 50 hours in EDUA 591, respectively. The total hours of practicum experience is 100 hours minimum. REQUIRED TEXT: There is no required textbook for the Administrative Practicum courses. However, the Practicum Student Handbook is required reading. COURSE OBJECTIVES: Administrative Credential candidates will:

1. Develop an individualized Planning Document for Practicum Experience in Educational Administration in collaboration with the Site Supervisor and the Concordia Supervisor. The planning document is designed to reflect a wide variety of experiences aligned with the California Administrator Performance Expectations (CAPE’s).

2. Document practicum experiences in the Log of Hours form found in the Student Practicum Handbook and on the Blackboard web site after review and approval by the Concordia Supervisor.

3. Engage in dialogue with the Concordia Supervisor regarding the experiences noted in the Log of Hours and Narrative Reflections.

4. Meet regularly with the Site Supervisor and document meetings and dialogues for inclusion in the Log of Hours. 5. Attend all scheduled meetings/sessions with the Concordia Supervisor. Meetings may be held at Concordia's regional sites or other locations or on-line as designated by the Concordia Supervisor. If a student cannot attend due to illness or conflicting professional obligations, the student is responsible for contacting the Concordia Supervisor to discuss make-up arrangements. 6. Participate in ongoing dialogue with the Concordia Supervisor regarding progress in the practicum experience.

STUDENT RESPONSIBILITIES: 1. Students will meet regularly over the course of the practicum with the Concordia Supervisor to

discuss practicum and leadership experiences. The student will make an arrangement for a school-site supervisor who will support and assist in providing guidance on the practicum experiences. The Site Supervisor must agree to participate in the administrative practicum and verify that he/she holds a current California Administrative Services credential. A copy of the credential verification document is available online via the CCTC website. The candidate must provide verification of his/her Site Supervisor's administrative services credential to the Concordia Supervisor and upload the verification document to Blackboard.

2. Students must prepare the Administrative Practicum Planning Document in collaboration with the Site Supervisor and Concordia Supervisor. Following discussion at the joint planning meeting and Concordia Supervisor approval, a copy of the signed planning document is to be uploaded to Blackboard by the student. Students must plan for at least one experience of a minimum of 20 hours working with a diverse student population within the practicum. Diverse population is defined above under Course Description.

3. All experiences must be documented on the forms found in the Student Practicum Handbook and posted on Blackboard after review and approval by the Concordia Supervisor.

4. Students are responsible for accumulating the required minimum number of hours for their practicum within the timeline set forth in the Administrative Credential program. Students will complete 50 hours of Practicum experience by the end of the student's 4th course. The remaining 50 hours will be completed by the end of the student's 7th course, for a total of 100 hours of practicum experience. Documentation of accumulated hours will be sent to the Concordia Supervisor. After review and approval, the student will post the Log of Hours on Blackboard as a document. Individual student needs should be discussed with the Concordia Supervisor.

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5. Students are expected to maintain timely and ongoing communication with the Concordia Supervisor to acquire updates on practicum progress and information on any circumstances impacting practicum activities. Communication will be through e-mail, phone conversations, discussions boards and meetings.

6. Students are responsible for documenting experiences in the following areas within the 100 minimum of 100 hours: -Minimum of 20 hours of activities at the district level -Minimum of 20 hours at an off-site (sites other than the student’s work location) -Minimum of 20 hours with a diverse population. Diverse population is defined above under Course Description.

GRADING: Grades will be issued only after all practicum documents have been reviewed, evaluated, approved by the Concordia Supervisor and uploaded to Blackboard. Each portion of the practicum will be evaluated and graded: EDUA 590 (completed by end of the 4th course) and 591 (completed date by end of the 7th course). Students will earn letter grades for EDUA 590 and 591.

Below is a Blackboard tutorial link: http://celt.cui.edu/bb_student/story.html

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Administrative Practicum EDUA 590 - 591

General Information and Time-line For Student Participation (For Concordia University Supervisors) (3 pages) MAED Program

First Month (Four Weeks) of Class

Second Month (Four Weeks) of Class

First Course

Administrative Practicum EDUA 590 Begins*

Second Course

•Admin Practicum Orientation •Select School Site Supervisor and •Submit name and Contact info to Concordia Supervisor •First meeting held with Concordia Supervisor •Planning Document for Practicum in Educational Administration Developed •One Page Narrative of Practicum Experience Developed •Site Supervisor’s CA Admin Credential Verification •Memorandum of Understanding

•Two Narrative Reflections (minimum)

Third Course •Hours Log with 35 Hours •Two (additional) Narrative Reflections (minimum)

Fourth Course •Hours Log with 50 Hours •One (additional) Narrative Reflection on a Signature Activity •Mid Practicum Evaluation completed by Site Supervisor •Mid Practicum Blackboard Documentation Checklist – End of EDUA 590 **590 Final Grade

Administrative Practicum EDUA 591 Begins*

Fifth Course •Hours Log with 10+ Hours (Beyond EDUA 590)

•Two (additional) Narrative Reflections (minimum)

Sixth Course •Hour Log with 30+ Hours •Two (additional) Narrative

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(Beyond EDUA 590) Reflections (minimum)

Seventh Course •Hour Log with 50+ Hours (Beyond EDUA 590)

•One (additional) Narrative Reflection on a Signature Activity •Any additional reflections required by Concordia Supervisor

Seventh Course •EDUA 591 Final Practicum Evaluation completed by Site Supervisor

•Final Practicum Blackboard Documentation Checklist – End of EDUA 591 **591Final Grade

General Information: The Concordia Supervisor will provide a specific timeline of assignments and due dates at the beginning of each practicum course. Assignments in EDUA 590 are due on the 25th of the month to the Concordia Supervisor. Assignments in EDUA 591 are due on the 5th of the month to the Concordia Supervisor. Students are expected to submit the following to the Concordia Supervisor during the year-long practicum experience:

Log of Hours reflecting a minimum of 100 hours A minimum of ten (10) narrative reflections Two Signature Activity reflections (included in the total of ten (10):

Students will select two of the four activities designated as Signature Activities. EDUA 590: Assignments and Documents: The following assignments and documents are required and due in EDUA 590:

Student Information Sheet Administrative Practicum Planning Document Verification Site Supervisor’s Administrative Credential Memorandum of Understanding Practicum Log of Hours (50 hours minimum) Signature Activity Reflection (1) Narrative Reflections (4) Mid-Practicum Evaluation Mid Practicum Blackboard Documentation Checklist

EDUA 591 Assignments and Documents: The following assignments and documents are required and due in EDUA 591:

Practicum Log of Hours (100 hours minimum) Signature Activity Reflection (1) Narrative Reflections (4)

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Final Practicum Evaluation Final Practicum Blackboard Documentation Checklist

Where Students Will Post Assignments: Assignments should be submitted as a DRAFT to the Concordia Supervisor for review, feedback and approval in the upload section of the Blackboard shell. The DRAFT submission is not graded. When the Supervisor has approved the assignment to be archived, the student will submit to the upload section of the Blackboard shell and label the document FINAL. The FINAL submission will be graded. When Students Will Be Graded: Upon approval from the Concordia Supervisor, students will upload approved required assignments and documents to Blackboard. The Concordia Supervisor may not assign a final grade for the course until all required assignments and documents have been posted on Blackboard. **Final grades: The Administrative Practicum is a year-long program beginning with the second MAED course. There are two practicum courses – EDUA 590 and EDUA 591. Each practicum course spans three terms. Students will notice an IP (In Progress) in their records until the end of each practicum course. Students must complete the entire course before an official grade can be issued. Final grades will be issued at the end of each practicum course by the Concordia Supervisor upon completion of all course requirements. In accordance with university policy, final grades may not be issued until all required documents and assignments have been approved by the Concordia Supervisor and uploaded to Blackboard by the student.

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STUDENT EXPECTATIONS – DOCUMENTATION

Below is a Blackboard tutorial link:  

http://celt.cui.edu/bb_student/story.html   Each Administrative Practicum student will show evidence of progressing through the minimum of 100 hours of practicum experience by meeting the following requirements and posting all documentation to Blackboard after review and approval by the Concordia Supervisor. 1. Orientation Meeting (Mandatory Attendance) 2. Student Information Sheet: Submitted to Concordia Supervisor and posted on Blackboard 3. Eagles Email is the only email address used for CUI communication – set default 4. Select Site Supervisor – Must be a school site administrator (preferably the school principal) and must holds a current CA Administrative Services Credential. 5. Obtain print-out of verification of Site Supervisor’s CA Administrative Services Credential: Submit to Concordia Supervisor and upload to Blackboard; available from CTC website: www.CTC.ca.gov. 6. Contact Site Supervisor: Arrange for meeting with Site Supervisor and Concordia Supervisor 7. Complete an Administrative Practicum Planning Document: Site Supervisor, Concordia Supervisor and Student to guide the student’s practicum experiences and growth as a future administrator. 8. A minimum of 3 meetings with your Concordia Supervisor during EDUA 590 and EDUA 591. A required group meeting is scheduled after each Administrative Symposia. Additional group meetings are scheduled by the Concordia Supervisor and may be held in the following formats: - Face to Face at Concordia regional sites or other locations - Google Hangout, Go To Meeting, Skype - Synchronous Sessions, Discussion Boards online through Blackboard 9. Attend (3) Administrative Symposia: Symposia are held on the Irvine campus. (Refer to Program Overview for dates) Arrangements will be made for face-to-face cohorts located outside of Southern California and online cohorts to participate remotely in each symposia in real time. Students will be advised of the arrangements prior to the date of the symposia. Symposia attendance is mandatory. 10. Log of Hours and Activities: Concordia Supervisors will discuss how/when logs are to be completed and submitted. Document a minimum of 50 hours in End of EDUA 590 and 100 hours in EDUA 591. 11. Meet minimum hours requirements: 100 hours

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-50 hours in EDUA 590 - by the end of the 4th course -50 hours in EDUA 591 - by the end of the 7th course Within the 100 hours, students will document: District Level Experiences - (20 hours) Diverse Experiences - (20 hours) Off Site Experiences - (20 hours) *Many experiences in these areas may naturally overlap. Therefore, hours in these areas do not need to be separate and distinct. 12. Mid Practicum Evaluation – End of EDUA 590: 50 hours of practicum experience (Minimum) - by the end of 4th course 13. Final Practicum Evaluation – End of EDUA 591: Total of 100 hours of practicum experience (Minimum) - by end of 7th course 14. All documents must be posted on Blackboard after review and approval by the Concordia Supervisor. *Special Note: For assignment and grading purposes, all practicum students must register for EDUA 590 and EDUA 591 at the designated time. The Concordia Supervisor will issue the final grade. In accordance with university policy, final grades may not be issued until all required documents and assignments have been approved by the Concordia Supervisor and uploaded to Blackboard by the student. Refer to the Timeline Chart above for further details.

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PLANNING DOCUMENT FOR PRACTICUM IN EDUCATIONAL ADMINISTRATION EDUA 590 - 591

Candidate:______________________________ School/District:________________________

Practicum Start Date:______________________ Projected End Date:____________________

The California Administrator Performance Expectations (CAPE’s) and suggested Signature Activities below are to serve as a guide for the credential candidate and supervisor in planning practicum experiences in educational administration. Alternate activities may be permitted with the approval of the Concordia Supervisor. Candidates will accumulate a minimum of 100 hours of experience in educational leadership over the course of the administrative practicum (a minimum of 50 hours in each practicum course).

CATEGORY A – VISIONARY LEADERSHIP

A school administrator is an educational leader who promotes the success of all students by:

Developing and articulating a vision of teaching and learning for the school consistent with the local education agencies overall vision and goals. (CAPE 1)

Developing a shared commitment to the vision among all members of the school community. (CAPE 2)

Leading by example to promote the implementation of the vision. (CAPE 3)

Sharing leadership with others in the school community. (CAPE 4)

� Develop a written reflection of a personal vision as it relates to student learning. (CAPE 1)

� Create a personal vision of achievement for a student group and review this vision with the Site Supervisor. (CAPE 1,2) � Develop a mission statement to guide the group towards implementation of the vision and review the statement with the Site Supervisor. (CAPE 1, 2) � Assist/Participate – Compare the school’s vision of teaching and learning with the local education agency’s vision and goals and discuss points of alignment/non-alignment with the Site Supervisor. (CAPE 1) � Assist/Participate – Coordinate a collaborative process with stakeholder representatives to review/revise the school’s vision of teaching and learning. (CAPE 1, 2, 3, 4) � Assist/Participate – Identify potential barriers to accomplishing the school vision and ways to work with others to address and overcome them; Review and discuss with the Site Supervisor. (CAPE 1, 2, 3, 4) � Assist/participate– Coordinate a collaborative process to review/revise the school growth plan to insure consistency with the vision and mission statement. (CAPE 1, 2, 3, 4) � Assist/participate – Coordinate the collaborative development of plans for one or more new activities/events consistent with the school vision. (CAPE 1, 2, 3, 4)

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� Assist/participate - Identify and initiate strategies to energize local businesses or community organizations in support of the school’s vision and student learning. (CAPE 1, 2, 3, 4) � Participate in facilitating an activity or initiative for the purpose of consensus building/ team building to promote a shared sense of responsibility for the school vision and mission. (CAPE 1, 2, 3, 4) � Assist/participate in the planning, presentations, meetings or trainings designed to promote trust building, team building, consensus building, a sense of shared responsibility and improved staff morale. (CAPE 1, 2, 3) � Other: (List alternatives here...)

CATEGORY B: INSTRUCTIONAL LEADERSHIP

A school administrator is an educational leader who promotes the success of all students by:

Promoting implementation of K12 standards, pedagogical skills, effective instructional practices, and student assessments for content instruction. (CAPE 5)

Evaluating, analyzing, and providing feedback on the effectiveness of classroom instruction to promote student learning and teacher professional growth. (CAPE 6)

Demonstrating understanding of the school and community context including the instructional implications of cultural/linguistic, socioeconomic, and political factors. (CAPE 7)

Communicating with the school community about school wide outcomes data and improvement goals. (CAPE 8)

� Conduct a workshop on K-12 student academic content standards for stakeholder groups. (CAPE 5)

� Assist/participate in the analysis of school wide student data to identify specific areas of academic need and instructional focus. (CAPE 6) � Conduct an analysis of student achievement data for a particular grade level, department or significant subgroup and develop an action plan for intervention or improvement. (CAPE 5, 6, 7) � Assist in planning, preparing, and conducting a staff meeting and/or staff development to improve instructional practices in an area of academic need. (CAPE 5, 6, 7) � Assist/participate in the identification of available instructional resources and technologies to help provide support for teaching and learning based on teacher and student needs. (CAPE 5, 6, 7) � Assist/participate in the identification of community resources, including parents and other community members to promote learning about students and families and to promote culturally and linguistically inclusive instructional practices. (CAPE 5, 6, 7, 8) � Participate in the process of informing the school community of revised school improvement goals based on continuous data analysis and reporting. (CAPE 5, 6, 7, 8) � Assist/participate in supervising the implementation of instructional strategies. (CAPE 5, 6, 7) 

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�  Participate in the recruitment, development and supervision of instructional personnel. (CAPE 5, 6, 7, 8) � Other: (List alternatives here...)

CATEGORY C: SCHOOL IMPROVEMENT LEADERSHIP A school administrator is an educational leader who promotes the success of all students by:

Working with others to identify student and school needs and developing a data-based school growth plan. (CAPE 9)

Implementing change strategies based on current, relevant theories and best practices in school improvement. (CAPE 10)

Identifying and using available human, fiscal, and material resources to implement the school growth plan. (CAPE 11)

Instituting a collaborative, ongoing process of monitoring and revising the growth plan based on student outcomes. (CAPE 12)

� Participate in the development/review/revision of a data-based school growth plan for continuous improvement. (CAPE 9, 10, 11, 12) � Assist/participate – Coordinate a collaborative process with stakeholder representatives to review/revise the school’s vision and mission statements. (CAPE 9, 11, 12) � Assist/participate – Coordinate the uses of technology to help support and manage the school growth and improvement process. (CAPE 11, 12) � Assist/participate in the collaborative process of identifying current, relevant theories and implementing best practices to support the school growth plan for continuous improvement. (CAPE 9, 10)

� Interview the site administrator responsible for the school budget. Provide an analysis of the budget, allocations, and forecast in your reflection. (CAPE 11) � Assist/participate in facilitating an activity or initiative to build consensus within and among stakeholder groups in the process of school budget development (CAPE 9, 11) � Assist/participate in the process of seeking additional resources from a variety of sources both within and outside the local community to support the implementation of the school growth plan. (CAPE 9, 11) � Assist/ participate in the process of engaging members of the school community on an ongoing basis in reflecting on student outcomes. (CAPE 9, 12) � Attend one or more school board meetings focused on the budget development and the decision making process at the school board level. (CAPE 11) � Interview/job shadow a district level administrator responsible for the oversight and monitoring of district budget implementation. (CAPE 9, 10, 11, 12)

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� Other: (List alternatives here…)

CATEGORY D: PROFESSIONAL LEARNING AND GROWTH LEADERSHIP A school administrator is an educational leader who promotes the success of all students by:

Modeling life-long learning and job related professional growth. (CAPE 13)

Helping teachers improve their professional practices through professional growth activities. (CAPE 14)

Identifying and developing a variety of professional and personal growth opportunities for faculty, staff, parents, and other members of the school community in support of the educational program. (CAPE 15)

� Assist/participate in the process of collaboratively designing a data-driven professional development plan aligned with school improvement goals indicated in the school growth plan. (CAPE 13, 14, 15) � Develop and implement data-driven professional development activities for grade levels groups, core teams or academic departments aligned with school improvement goals. (CAPE 13, 14, 15) � Assist/participate in the process in which an administrator uses multiple sources of data to inform his/her own job related professional growth plan. (CAPE 13, 14, 15) � Assist/participate in the development and implementation of one or more activities to recognize staff at various stages of professional growth/career development accomplishments. (CAPE 13, 14, 15) � Assist/participate in the development and implementation of one or more activities to recognize parent leaders/parent and community volunteers for participation in parent education, school volunteer training and other school service related educational activities and opportunities. (CAPE 13, 15) � Seek and identify resources for accessing and providing a variety of professional and personal growth opportunities for all members of the school community. (CAPE 13, 15) � Interview/job shadow a district level administrator responsible for the implementation of district wide professional development aligned with the district’s growth plan and improvement goals. (CAPE 13, 14, 15)

� Other: (List alternatives here...)

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CATEGORY E: ORGANIZATIONAL AND SYSTEMS LEADERSHIP A school administrator is an educational leader who promotes the success of all students by:

Understanding and managing the complex interactions of all of the schools system to promote teaching and learning. (CAPE 16)

Developing, implementing, and monitoring the schools budget. (CAPE 17) Implementing California school laws, guidelines, and other relevant federal, state,

and local requirements and regulations. (CAPE 18)

� Complete a job study/job shadow on a school administrator at your site acquire a snapshot view of what a typical day looks, sounds, and feels like from the administrator’s perspective. (CAPE 16, 17, 18) � Assist/participate in the process of working collaboratively with others in the school community to develop, implement and monitor the school’s budget and expenditures and report fiscal information to the LEA and the school community. (CAPE 16, 17, 18) � Identify and use different modes of technology to facilitate communication with stakeholder groups, manage information, enhance collaboration and support school management. (CAPE 16) � Assist/participate in the process of class scheduling to support student achievement and equitable access to learning opportunities for all students including English learners and students with special needs. (CAPE 16, 17, 18) � Assist/participate in the development, review or revision of the School Safety Plan. (CAPE 16, 18)

� Conduct professional development for teachers and other staff on the implementation of the School Safety Plan. (CAPE 16, 18) �  Assist in the composition, review, or revision of the Student or Staff Handbook. (CAPE 16, 18) � Interview/job shadow three classified management employees at your school site, i.e., Administrative Assistant/School Secretary; Plant Manager/Building and Grounds Supervisor; Cafeteria Manager/Food Services Supervisor. Reflect upon their roles, responsibilities related To student and staff safety, transportation, maintenance and building security requirements, health and safety requirements, crisis and emergency management. (CAPE 16, 18) � Coordinate the process of planning, preparation, implementation and evaluation of an earthquake preparedness simulation/practice/drill. (CAPE 16, 18) � Assist/participate in the process of responding to an unpredictable/unplanned circumstance which may adversely impact the school such as law enforcement activity or a hazardous condition in the school community. (CAPE 16, 18)

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� Assist/participate in the use of technology systems/tools to support the management of school operations. (CAPE 16, 18) � Assist/participate in the use of procedures, practices and legal requirements for managing auxiliary services (e.g., federal and state regulations related to food services, health services, student transportation. (CAPE 16, 17, 18) �  Participate in the recruitment, development and supervision of support personnel.                     (CAPE 16, 17, 18) � Assist/participate in managing the privacy and security of student and employee information. (CAPE 16, 18) � Attend a certificated or classified union meeting; reflect on the purpose, organization, implementation and results of the meeting. (CAPE 16, 18) � Interview two district-level administrators including at least one assistant superintendent regarding their duties, role, and career path to their current assignment. You may opt to interview/job study one administrator from a different district or school site. Discuss strategies the administrator uses to balance professional and personal responsibilities while performing as an effective leader. (CAPE 16, 17, 18) � Coordinate a district event that includes multiple school sites. (CAPE 16, 17, 18)

� Other: (List alternatives here...)

CATEGORY F: COMMUNITY LEADERSHIP A school administrator is an educational leader who promotes the success of all students by:

Representing and promoting the schools accomplishments and needs to the LEA and the public. (CAPE 19)

Involving the community in helping achieve the school’s vision and goals. (CAPE 20)

� Assist with presentations, meetings or trainings designed to promote trust building, team building, consensus building, a sense of shared responsibility and inclusiveness among all members of the multicultural educational community. (CAPE 19, 20) � Assist/participate in the implementation of strategies to address concerns from stakeholders groups in response to change or the implementation of new initiatives. (CAPE 19, 20) � Assist/participate in the implementation of conflict resolution strategies to situations involving a conflict or complaint from parents or school community. (CAPE 19, 20) � Assist with the preparation and dissemination of communication regarding school accomplishments/needs to parents and members of the school community via written bulletins or newsletters; school website, school marquee messages and/or other methods. (CAPE 19, 20)

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� Assist with the preparation of a presentation regarding school accomplishments/needs to parents and members of the school community. (CAPE 19, 20) � Assist with the preparation and implementation of a presentation to the School Board on school achievements, successful practices or programs. (CAPE 19, 20) � Assist with a presentation to staff, parent groups or community on the state’s student assessment program and its intended outcomes. (CAPE 19, 20) � Assist with the coordination and implementation of local, state or federal visitation teams in conjunction with school recognition programs, e.g., Achieving Schools, Blue Ribbon Schools. (CAPE 19, 20) � Assist with the coordination and implementation of local, state or federal program review or accreditation teams. (CAPE 19, 20) � Coordinate the planning, preparation and implementation of a parent involvement activity. Include at least two example of communication with families. (CAPE 19, 20) � Assist with the coordination of annual school wide events, e.g., Back-To-School, Parent-Teacher Conferences, Spring Open House. (CAPE 19, 20) � Coordinate activities involving systems of care which interact with juvenile justice, mental health, child welfare services, foster care, regional centers or homeless youth services. (CAPE 19, 20) � Assist in the application of conflict resolution strategies to student discipline situations not involving students in the candidate’s own classroom. (CAPE 19, 20) � Initiate a partnership with a community organization, local vendor, local business, or political group for the purposes of soliciting support for the school. (CAPE 19, 20) � Other: (List alternatives here)

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Signature Page:

*For electronic filing, please type your name in lieu of a signature. Site Supervisor (Administrator) By signing this initial planning document, the Site Supervisor agrees to provide guidance and support for the above named administrative services credential candidate through the completion of the administrative practicum. _____ Approve _____ Approve with suggested revisions ____ Resubmit after revisions Comments: Concordia University Supervisor: By signing this initial planning document, the Concordia Supervisor agrees that the Site Supervisor meets the criteria set forth by Concordia University and has provided written verification of his/her current CA Administrative Services Credential.

_____ Approve _____ Approve with suggested revisions ____ Resubmit after revisions Comments: ------------------------------------------------------------------------------------------------------------------------------------------------- Please sign and date below.

Candidate: _______________________________________________ Date ____________ Site Supervisor (Administrator): ____________________________ Date____________ Concordia Supervisor: ______________________________________Date____________

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ADMINISTRATIVE PRACTICUM

SIGNATURE ACTIVITY REFLECTION FORM

California Administrator Performance Expectations

CAPE A – Visionary Leadership CAPE B – Instructional Leadership CAPE C – School Improvement Leadership CAPE D – Professional Learning and Growth Leadership CAPE E – Organizational and Systems Leadership CAPE F – Community Leadership SIGNATURE ACTIVITIES (SA): Required Students must complete at least two (2) of the following four (4) Signature Activities SA1. Job Study/Job Shadow: Candidates are to conduct an interview and job shadow with a minimum of two administrators (one site level administrator and one district level administrator). During this assignment candidates will acquire a snapshot of a "day in the life" as well as an opportunity to understand the various roles and responsibilities of the specific job. CAPE CATEGORIES: A, B, C, D, E, F Date(s): Brief description of how you completed this Signature Activity: SA2. Assist in the planning, preparation, coordination/administration of a district-wide or district –level event/activity (e.g. staff development, fundraiser, curriculum development, program review, community event). CAPE CATEGORIES: A, B, C, D, E, F Date(s): Brief description of how you completed this Signature Activity:

SA3. Analyze trends in school-wide department/grade level data; create an executive summary and propose recommendations for strategic planning and academic improvement. CAPE CATEGORIES: A, B, C, D, E, F Date(s): Brief description of how you completed this Signature Activity: SA4. Serve as Administrative Designee for Special Education Services: for all procedures involving a student who has been referred for an Assessment to consider whether the student qualifies for Special Education services. These activities will include, not necessarily limited to, the following: meeting with parents to present and approve the Assessment Plan; coordinating services of appropriate support staff members for completion of the Assessment components within the legal timeline; working with support staff members to review Assessment results and prepare for the parent meeting to present results; facilitating the meeting of parents and school staff members at which the Assessment results are presented and an IEP is

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developed if the student qualifies for Special Education services. If the student does not meet qualification criteria, work with appropriate staff to identify and implement available interventions to address the student's needs. CAPE CATEGORIES: A, B, C, D, E, F Date(s): Brief description of how you completed this Signature Activity:

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Concordia University

Administrative Services Credential Program

MEMORANDUM OF UNDERSTANDING

Site Supervisor Name __________________________________________________________ School District _______________________________________________________________ School _____________________________________________________________________ Position Held ________________________________________________________________ Years of Experience as an Administrator _____ Years at Present Position _________ I agree to serve as administrative coach and mentor for: _______________________________ (Candidate’s Name)

I understand that as Site Supervisor in the Concordia Administrative Services Credential Program, I will be responsible for coaching and mentoring the assigned candidate. The candidate will be given the opportunity to experience a wide variety of leadership activities that meet the objectives of the practicum and are aligned with the California Administrator Performance Expectations (CAPE’s). I will meet with the candidate for formative assessment on a weekly basis. I will provide guidance and feedback on practicum experiences and review/discuss the candidate’s goals, objectives, planning document, log of hours and general progress during these meetings. I agree to work closely with the Concordia Supervisor to provide a practicum experience which is in compliance with the program. Finally, I will work with the Concordia Supervisor and the Concordia Practicum Coordinator to provide two summative assessments which reflect the progress the student has demonstrated in each administrative practicum course. Site Supervisor’s Signature ______________________________________Date_______ Concordia Supervisor’s Signature ________________________________Date_______

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ONE-PAGE NARRATIVE OF PROPOSED PRACTICUM EXPERIENCE

Write a one-page narrative description of your proposed practicum experience(s) and include some specific activities that both address the CA Administrator Performance Expectations (CAPE’s) and contribute to the administration and leadership at the site where the practicum experience takes place. Students are encouraged to use an expansive variety of experiences to increase insight and add depth to their level of comfort in school administration.

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NARRATIVE REFLECTION FORM

This narrative reflection report is designed to serve as a journal of major/challenging administrative practicum experiences. New insights, awakenings, acquired skills, successes, joys, challenges, needs, frustrations, lingering questions, etc.--If it’s important to you, please record it here. Remember the basics of Who, What, When, Where and Why when recording your experiences. Most important…your reflections upon your experiences are imperative. Practicum students are encouraged to seek experiences and activities which may be out of their normal range of comfort. Concordia University Supervisors will designate a preference of format for the student’s monthly report - separate pages or a continuous attachment. Date (s): Description of Activity: Hours: CA Administrator Performance Expectations (CAPEs) Met: 1. Summary of Experience: 2. Personal Reflection: 3. From An Administrator's Point of View:

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SAMPLE NARRATIVE REFLECTION #1

Date (s): January 3, 6-7 Description of Activity: Science Department Assessment Meeting Hours: 10 CA Administrator Performance Expectations Met: CAPE 5, 6, 7 (Instructional Leadership); CAPE 9, 10, 12 (School Improvement Leadership) Summary of Experience: (to include planning, organization, and follow-up: Following the first trimester benchmark exams, the principal met with all of the department chairs to distribute and discuss assessment results. We were each given a breakdown of how our department fared. The reports included disaggregated data by teacher and grade level. The principal asked each of us to plan an “assessment meeting” with our department to analyze the data and develop goals for the second trimester. This is my second year as the science department chair. Last year at this time we had a similar meeting using the same documents. We didn’t get much accomplished mostly because I wasn’t sure what the principal really wanted us to do. Typically, not everyone shows up and those who do spend most of the time complaining about something. Most of the teachers feel that we don’t have much to discuss because our subject matter is so different. The physics teacher tries to manipulate the dialogue focusing on the AP exam…others don’t even speak at the meeting. One of my goals this year is to increase my leadership capacity and build a more cohesive, organized, and effective team in our science department. Before the meeting I provided copies of each teacher’s individual data. I asked them to look it over and to be prepared for a discussion around the data. I put it in their mailboxes or hand delivered it to those in close proximity to me. During the meeting I asked each person to share out with the group what trends they noticed and what they thought we could do to improve upon the scores. The significance and relevance of the data was not as obvious as I had anticipated. Several colleagues were obviously unprepared for the meeting, a few were late, and others brought other work to do and really didn’t plan on mentally attending the meeting. I managed conflict and redirected the meeting as best I could, but the general feeling was that of apathy. We got a little more than half way around the room before the time had expired. Not much was accomplished other than venting and complaining. A couple of team members did express appreciation for the reports and said they had learned some things from studying them. Following the meeting I had several follow up discussions with individual team members. I provided a chart with the goals we’d set and put them up in the workroom on the science board. We publicized our goals. On paper they looked really good. Another department chair commented to me that he was impressed as to how much we were able to accomplish. Other teams had apparently not gone that far. Personal Reflection: What I learned is that effective leadership is very hard work and that teamwork doesn’t happen automatically. I invested more than 5 hours planning and organizing prior to the meeting. I also had to be very intentional about the conversations, emails, and memos I sent to my team members. Funny how the same email can be interpreted ten different ways.

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Looking back at the experience I realize that some of the things that frustrate me about my own administrator, I was guilty of with this team. I expect explicit communication and a clear picture of both the purpose and protocols for what we are doing. Feedback from my colleagues suggested that I could have been clearer about these things. I didn’t take the time to provide these things in writing. Perhaps if I had taken the time to write out a clear agenda that included outcomes, protocols, and provided an opportunity for input on the agenda prior to the meeting, my colleagues would have been better prepared for the meeting. I met with my site supervisor to discuss the meeting. He said that I had done a good job and that I should follow-up. From An Administrator’s Point of View: I think the principal did a great job organizing the department chairs and having us lead the assessment meetings. When the principal is not able to attend, forward progress can continue. As an administrator, I will attend whenever possible because I believe the administrator’s presence speaks volumes….especially at important meetings. I will establish the purpose of the meeting; provide pertinent background information and anticipate questions such as: Was this a district initiative? I think the meetings are more productive when the participants have a good understanding of why and how the process was developed and what specific outcomes or action steps are expected as a result of the meeting. I believe effective meeting planning is crucial. I believe good communication lays the foundation for team success and the success of the organization as a whole. I will focus on being more explicit both verbally and in writing with regard to expectations and protocols when I move into administration.

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SAMPLE NARRATIVE REFLECTION #2

Date (s): October 12 Description of Activity: District Wide Middle School ELD Meeting Hours: 4 CA Administrator Performance Expectations Met: CAPE 5, 6, 7 (Instructional Leadership) Summary of Experience: District wide middle school English Language Development (ELD) meetings are held quarterly and conducted by the District Curriculum Coordinator. This administrator has acquired multiple job titles and responsibilities over the past two years. In an effort to trim the district budget, many district level positions have been merged when they became vacant. The meeting was conducted at a closed school which is being renovated with bond dollars to become the new district office, and attended by the curriculum coordinator and middle school ELD teachers from each middle and span school. In addition, two of the three middle school principals participated during portions of the four hour meeting. The meeting started with an overview and sharing of the successes and struggles with the new ELD curriculum. Teachers shared their successes, struggles, new learning at a variety of trainings and observations provided by the district, and also helped brainstorm strategies for implementation and solutions for particular difficulties. After this sharing session, English Benchmark 1 and Writing Benchmark 1 reports were handed out and teachers were asked to highlight specific standards in which their students excelled as well as those with which they struggled. Each level then took a turn sharing and discussing their results with the group. With similar struggles, the group worked to develop ideas for lessons to address the particular standards in which students needed extra help. Additionally, if a teacher’s students excelled in a particular standard and another class struggled with the same standard, the teacher whose students were successful shared her/his teaching strategies so that others could get ideas for modifying their instruction. With the discussion of benchmarks, the coordinator addressed the final agenda item and brought forth the dilemma of the phasing out of the program used to scan, grade and generate benchmark reports, and discussed possible options as well as obstacles caused by the budget crisis. Teachers agreed that the true value of benchmarks lies in the reports that allow for analysis and sharing of best practices to guide instruction. It was discussed that the newly adopted replacement system should provide new and improved support to the data analysis process and improved teaching and learning. Personal Reflection: This was by far one of the most productive and positive meetings I have seen. During other benchmark analysis meetings, certain teachers expressed a dislike for sharing their results and for benchmarks altogether. In contrast, the ELD team expressed a true appreciation for the data the reports provide and an eagerness to share and learn from the best practices of others. Additionally, the shared learning resulting from the various training sessions and the opportunity to hear teacher’s reflect on the value of peer observation experiences seemed to motivate others to take advantage of this opportunity as well.

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From An Administrator’s Point of View: Although it has been proposed that quarterly meetings be cut back or shelved altogether in light of the current budget crisis, from the administrative view, I see this meeting as proof of the value of these meetings and say they benefit to teachers, and with deeper understanding of student needs and ideas for implementing new lessons and strategies, the students, far outweighs the actual cost. The meetings are held during the day and the actual cost is a half day substitute for each team member. Often meetings are arranged for the same day to allow for shared subs at a site as well, further reducing the cost. The district has already given up two staff development days as furlough days, and eliminating further professional development such as this could seriously affect instruction. An additional expense that I see as necessary, even though the budget crisis leads to a constant search for ways to cut spending, is the continuation of a program which scans and provides detailed reports for benchmark results. The real value in the benchmarks, as expressed by the coordinator and team, is the data provided on specific student achievements and needs. This guides instruction and allows teachers to plan and share in order to best meet the needs of their students and ensure success for all. Although I do not see test scores as the “be all and end all” in a time when the community is being asked to vote for a parcel tax, and many site the district’s high test scores and the direct impact on property values as a reason to support this, I can see that from an administrative standpoint, tests scores are important to the community, and therefore important to the district. In looking for ways to ensure that test scores continue to rise when scores are already in the 900’s, it is crucial to be able to look at the performance of special populations and subgroups such as ELD students. Benchmark information provides the disaggregated data needed to target specific areas and helps to ensure that the instructional needs of all groups in the school population are addressed. In conclusion, benchmark data provides vital support to the teaching and learning process and helps to ensure that all groups in the school population achieve successfully.

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ADMINISTRATIVE PRACTICUM STUDENT LOG OF HOURS

Name:                                                                        Concordia University Supervisor: Course #:  

Date  Description  1  Visionary Leadership 

2  Instructional Leadership 

3  School Improvement Leadership 

4  Prof. Learning  Leadership 

5  Organ.  Leadership 

6  Comm. Leadership 

Hours‐ Areas‐ 

Area Hours                                  L=District Level:  ___           D=Diversity:___            O=Off Site : ___                                             Total Hours    

Future Practicum Activities

Date  Description Hours

Area Hours                                L=District Level :___           D=Diversity :___            O=Off Site :___                                                  Total Hours

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ADMINISTRATIVE PRACTICUM STUDENT LOG OF HOURS

SAMPLE

Name:          Lucy Ricardo                                                     Concordia University Supervisor:  Ethel Mertz Course #:  EDUA 590

Date  Description  1  

Visionary Leadership 

2 

Instructional Leadership 

3 

School Improvement Leadership 

4 

Prof. Learning  Leadership 

5  

Organ. Leadership 

6 

Comm. Leadership 

Hours‐ Areas 

9/20  Conducted: Throwing Clinic Training 

X  X    X 

8 ‐ O 

9/22  Parent Mtg: Presentation – Team Building 

X  X   X  2 ‐ DL

10/1  Admin Symposium 1 – Program Improv. 

X  X X X  X 4 ‐ O

10/3  Prof. Dev. Day: Scheduling 

X  X X  6 ‐ O

10/8  Facilitated: Assessment 

Committee Mtg. 

X  X X X  0.5

10/16  Admin Collaboration:  Testing 

X  X X X X  X 0.5 

10/22  Late start – test planning 

X  X X  X 2 ‐ L

10/25  Assessment: Prepared Test Materials 

X  X X  2 ‐ D

11/8  Facilitated Dept. Mtg. 

X  X X X  1

11/9  GATE Budget Development 

X  X X X  3 ‐ L

11/17  Facilitated IEP Mtg. – Deaf Student 

X  X X  X 1 ‐D

11/17  Admin Collaboration:  Curriculum 

X  X X X X  X 2

11/20  Coordinated Parent Mtg: Attendance Policy 

X  X X X  X 2 ‐ D

11/21  Presented Staff Dev: Math  

X  X X X   2 ‐ L

11/29  Conducted Title I Parent Workshop 

X  X X X  X 1 ‐ D

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Area Hours                                  L=District Level:  10            D=Diversity:  8            O=Off Site : 20                                     Total Hours      37

Future Practicum Activities

Long Range Planning  

Date  Description Hours

 12/8  Textbook Adoption Committee Training 6 ‐ L0

 1/15  Title I Program Needs Assessment   3 ‐ LD0

 2/3  Admin Symposium 2  4 ‐ 0

Area Hours                                L=District Level : 9            D=Diversity : 3             O=Off Site : 13                                                 Total Hours 13

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MID-PRACTICUM EVALUATION (To Be Completed By Site Supervisor)

End of the EDUA 590 Course

To be completed by the candidate’s Site Supervisor and submitted to the Concordia University Supervisor. Date Evaluation Completed: _______ School/District:______________________________ Candidate’s Name: ____________________________________________________________ Name of Site Supervisor: _______________________________________________________ Signature of Site Supervisor: ____________________________________________________

*For electronic filing, please type your name in lieu of a signature. Please indicate your reflection of competencies of the candidate in each area by circling the number corresponding to the rating that you believe most appropriately reflects the typical range of his or her performance. Please comment whenever possible to provide a more complete characterization of the candidate’s capabilities. Key to the ratings: 4 — Outstanding: consistently very competent to superior skills and

qualities; developing unusually well 3 — Competent: average to above average skills and qualities;

developing quite satisfactorily 2 — Occasionally competent: often below-average, sometimes

average; inconsistent; development is not satisfactory 1 — Borderline skills or qualities: often or usually inadequate and

sometimes completely absent; unacceptable NA — Not applicable: not observed, or insufficient basis for judgment

39

CAPE Category A – VISIONARY LEADERSHIP A school administrator is an educational leader who promotes the success of all students by:

1. Developing and Articulating a Vision of 4 3 2 1 NA for the School Consistent with the LEA’s Overall Vision and Goals. Comments:

2. Developing a Shared Commitment to 4 3 2 1 NA the Vision Among All Members of the School Community. Comments: 3. Leading by Example to Promote 4 3 2 1 NA Implementation of the Vision. Comments: 4. Sharing Leadership with Others in the 4 3 2 1 NA School Community to Help Accomplish the vision. Comments:

CAPE Category B – Instructional Leadership A school administrator is an educational leader who promotes success of all students by:

5. Promoting implementation of K12 4 3 2 1 NA standards pedagogical skills, effective instructional practices, and student assessments for content instruction Comments: 6. Evaluating, analyzing, and providing 4 3 2 1 NA feedback on the effectiveness of classroom instruction to promote student learning and teacher professional growth. Comments: 7. Demonstrating understanding of the 4 3 2 1 NA school and community context including the instructional implications of cultural/linguistic, socioeconomic, and political factors.

40

Comments: 8. Communicating with the school 4 3 2 1 NA community about school wide outcomes data and improvement goals. Comments:  

CAPE Category C – SCHOOL IMPROVEMENT LEADERSHIP A school administrator is an educational leader who promotes the success of all students by:

9. Working with others to identify student 4 3 2 1 NA and school needs and developing a data-based school growth plan. Comments: 10. Implementing change strategies based 4 3 2 1 NA on current, relevant theories and best practices in school improvement. Comments: 11. Identifying and using available human, 4 3 2 1 NA fiscal, and material resources to implement the school growth plan. Comments: 12. Instituting a collaborative, ongoing process 4 3 2 1 NA of monitoring and revising the growth plan based on student outcomes. Comments:

CAPE Category D – PROFESSIONAL LEARNING AND GROWTH LEADERSHIP A school administrator is an educational leader who promotes the success of all students by:

13. Modeling life-long learning and job 4 3 2 1 NA related professional growth. Comments: 14. Helping teachers improve their 4 3 2 1 NA professional practices through

41

professional growth activities. Comments: 15. Identifying and developing a variety 4 3 2 1 NA of professional and personal growth opportunities for faculty, staff, parents, and other members of the school community in support of the educational program. Comments:

CAPE Category E- ORGANIZATIONAL AND SYSTEMS LEADERSHIP A school administrator is an educational leader who promotes the success of all students by:

16. Understanding and managing the complex 4 3 2 1 NA interactions of all of the schools systems to promote teaching and learning. Comments: 17. Developing, implementing, and monitoring 4 3 2 1 NA the schools budget. Comments: 18. Implementing California school laws, guidelines, and other relevant federal, 4 3 2 1 NA state, and local requirements and regulations. Comments:

42

CAPE Category F – COMMUNITY LEADERSHIP A school administrator is an educational leader who promotes the success of all students by:

19. Representing and promoting the 4 3 2 1 NA schools accomplishments and needs to the LEA and the public. Comments: 20. Involving the community in helping 4 3 2 1 NA to achieve the school’s vision and goals. Comments:

For Site Supervisors only: Overall, please comment on the candidate’s initiative, level of commitment to the administrative practicum program and follow-through. 1. Please comment on the candidate's progress as a future administrator. 2. Please list specific competencies and/or personal qualities needing further development to insure this candidate's success as a future administrator. 3. Recommendations for further practicum experiences during the second half of the Administrative Practicum.

43

MID PRACTICUM BLACKBOARD DOCUMENTATION CHECKLIST

End of EDUA 590

The following is a checklist of required documents that must be uploaded to Blackboard by the student after review and acceptance by the Concordia Supervisor. Please indicate that you have uploaded the required items to Blackboard by placing an (X) beside the items below. The completed checklist should be submitted by the date specified to your Concordia Supervisor. Questions concerning technical issues or problems with Blackboard should be directed to Concordia Information Technology Services at (949) 214-3175 or [email protected]. Student Name:____________________________Cohort:_____________Date:______________

_____Student Information Sheet (Typed) _____Administrative Practicum Planning Document signed by University Supervisor, Site Supervisor and Student _____One Page Narrative of Field Experience (Submitted with the planning document)

_____Verification of Site Supervisor's CA Administrative Credential ______Memorandum of Understanding (MOU) signed by Site Supervisor & Concordia Supervisor

_____ Log of Hours with minimum of 50 Hours of practicum experiences _____Signature Activity (One SA Reflection submitted in EDUA 590)

_____Narrative Reflections (minimum of 4)

_____Mid Practicum Evaluation completed by the Site Supervisor

44

Assignment #1 Rubric: Planning Document for Practicum in Educational Administration

Assignment #2 Rubric: One Page Narrative of Practicum Experience

Criteria

Far Below

Expectations (0-4) pts

Below Expectations(5-8) pts

Meets Expectations(9-12) pts

Exceeds

Expectations (13-16) pts

Points

Administrative Practicum Planning Document and

Planning document reflects little evidence of attention to the needs of the school site and personal goals aligned with the administrator performance expectations.

Planning document reflects some evidence of attention to the needs of the school site and personal goals aligned with the administrator performance expectations.

Planning document reflects adequate evidence of attention to the needs of the school site and personal goals aligned with the administrator performance expectations.

Planning document reflects exemplary evidence of attention to the needs of the school site and personal goals aligned with the administrator performance expectations.

Total Points /16 pts

  Criteria 

 Far Below 

Expectations 1pt 

Below Expectations2 pts 

Meets Expectations3pts 

 Exceeds  

Expectations 4pts 

Points 

One Page Narrative of Practicum Experience  

One page narrative reflects little evidence of attention to the needs of the school site and personal goals aligned with the administrator performance expectations.  

One page narrative reflects some evidence of attention to the needs of the school site and personal goals aligned with the administrator performance expectations.  

One page narrative reflects adequate evidence of attention to the needs of the school site and personal goals aligned with the administrator performance expectations.  

One page narrative reflects exemplary evidence of attention to the needs of the school site and personal goals aligned with the administrator performance expectations.  

                  Total Points  /4 pts

45

Assignments #3 - #6 Rubric: Narrative Reflection

Criteria

Far Below

Expectations 0 pt

Below

Expectations ½ pts

Meets

Expectations ¾ pts

Exceeds

Expectations 1pt

Points

Narrative Reflections: Organization

Reflection does not follow narrative reflection format and APA guidelines; rarely consistent in clarity, expression and concept development.

Reflection occasionally follows narrative reflection format and APA guidelines; occasionally consistent in clarity, expression and concept development.

Reflection often follows narrative reflection format and APA guidelines; often consistent in clarity, expression and concept development.

Reflection consistently follows narrative reflection format and APA guidelines; always consistent in clarity, expression and concept development.

Completeness

Reflection seldom moves beyond description of the experience; rarely describe connections between experiences and administrator performance expectations; often returned for further thought and revision.

Reflection occasionally moves beyond description of the practicum experience but lack sufficient depth; occasionally describe connections between experiences and administrator performance expectations; occasionally returned for further thought and revision.

Reflection often moves beyond description of the practicum experience with sufficient depth; often describe connections between experiences and administrator performance expectations.

Reflection consistently moves beyond description of the practicum experience with exceptional depth; consistently describe connections between experiences and administrator performance expectations.

Relevance

Reflection seldom demonstrates relevance to administrator performance expectations.

Reflection occasionally demonstrates relevance to administrator performance expectations.

Reflection often demonstrates relevance to administrator performance expectations.

Reflection consistently demonstrates relevance to administrator performance expectations.

Insight

Reflection seldom demonstrates the application of thought processes and behaviors aligned with administrator performance expectations.

Reflection occasionally demonstrates the application of thought processes and behaviors aligned with administrator performance expectations.

Reflection often demonstrates the application of thought processes and behaviors aligned with administrator performance expectations.

Reflection consistently demonstrates the application of thought processes and behaviors aligned with administrator performance expectations.

On-Site Collaboration

Reflection seldom demonstrates evidence of on-site collaboration and growth in leadership experiences aligned with administrator performance expectations.

Reflections occasionally demonstrate evidence of on-site collaboration and growth in leadership experiences aligned with administrator performance expectations.

Reflection often demonstrates evidence of on-site collaboration and growth in leadership experiences aligned with administrator performance expectations.

Reflection consistently demonstrates evidence of on-site collaboration and exceptional growth in leadership experiences aligned with administrator performance expectations.

46

Assignment #7 Rubric: Narrative Reflection (Signature Activity)

Total /5 pts

Criteria

Far Below Expectations 0 pt

Below Expectations 1 pt

Meets Expectations 2 pts

Exceeds Expectations 3 pts

Points

Narrative Reflection: (Signature Activity) Organization

Reflection does not follow narrative reflection format and APA guidelines; rarely consistent in clarity, expression and concept development.

Reflection occasionally follows narrative reflection format and APA guidelines; occasionally consistent in clarity, expression and concept development.

Reflection often follows narrative reflection format and APA guidelines; often consistent in clarity, expression and concept development.

Reflection consistently follows narrative reflection format and APA guidelines; always consistent in clarity, expression and concept development.

Completeness

Reflection seldom moves beyond description of the experience; rarely describe connections between experiences and administrator performance expectations; often returned for further thought and revision.

Reflection occasionally moves beyond description of the practicum experience but lack sufficient depth; occasionally describe connections between experiences and administrator performance expectations; occasionally returned for further thought and revision.

Reflection often moves beyond description of the practicum experience with sufficient depth; often describe connections between experiences and administrator performance expectations.

Reflection consistently moves beyond description of the practicum experience with exceptional depth; consistently describe connections between experiences and administrator performance expectations.

Relevance

Reflection seldom demonstrates relevance to administrator performance expectations.

Reflection occasionally demonstrates relevance to administrator performance expectations.

Reflection often demonstrates relevance to administrator performance expectations.

Reflection consistently demonstrates relevance to administrator performance expectations.

Insight

Reflection seldom demonstrates the application of thought processes and behaviors aligned with administrator performance expectations.

Reflection occasionally demonstrates the application of thought processes and behaviors aligned with administrator performance expectations.

Reflection often demonstrates the application of thought processes and behaviors aligned with administrator performance expectations.

Reflection consistently demonstrates the application of thought processes and behaviors aligned with administrator performance expectations.

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On-Site Collaboration

Reflection seldom demonstrates evidence of on-site collaboration and growth in leadership experiences aligned with administrator performance expectations.

Reflection occasionally demonstrates evidence of on-site collaboration and growth in leadership experiences aligned with administrator performance expectations.

Reflection often demonstrates evidence of on-site collaboration and growth in leadership experiences aligned with administrator performance expectations.

Reflection consistently demonstrates evidence of on-site collaboration and exceptional growth in leadership experiences aligned with administrator performance expectations.

Total /15pts  

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Mid‐Practicum Grading Sheet End of EDUA 590 Course 

 (For Use By Concordia Supervisor)  

Component  

 Far Below  

Expectations 1 

 Below  

Expectations 2 

 Meets  

Expectations 3 

 Exceeds  

Expectations 4 

  Overall Rating 

Administrative Practicum Planning Document and One Page Narrative of Practicum Experience   

Planning document and one page narrative reflect little evidence of attention to the needs of the school site and personal goals aligned with the administrator performance expectations.  

Planning document and one page narrative reflect some evidence of attention to the needs of the school site and personal goals aligned with the administrator performance expectations.  

Planning document and one page narrative reflect adequate evidence of attention to the needs of the school site and personal goals aligned with the administrator performance expectations.  

Planning document and one page narrative reflect exemplary evidence of attention to the needs of the school site and personal goals aligned with the administrator performance expectations.  

/4 pts

Logs of Hours:  (50 Hrs. Minimum) (15 hrs. or less in a single experience)  

 Completeness  

  Logs of Hours not submitted; no documentation of practicum hours. 

  Logs of Hours submitted late consistently; less than the minimum hours documented.   

  Logs of Hours submitted on time; minimum hours completed and documented.   

  Logs of Hours submitted prior to due dates; well beyond the minimum hours documented.      

/2 pts

  Relevance 

Logs of Hours not submitted; no documentation of practicum hours. 

Logs reflect limited experiences in less than ½ of the administrator performance expectations. 

Logs reflect a variety of experiences in at least ½ of the administrator performance expectations. 

Logs reflect a wide variety of experiences in more than ½ of the administrator performance expectations. 

/2 pts

Signature Activity:  (1 of 2 required)  

Selection and implementation of the Signature Activity demonstrate no connection to personal goals aligned with the administrator performance expectations. 

Selection and implementation of the Signature Activity demonstrate a partial connection to personal goals aligned with the administrator performance expectations. 

Selection and implementation of the Signature Activity demonstrate a clear connection to personal goals aligned with the administrator performance expectations. 

Selection and implementation of the Signature Activity demonstrate an exemplary connection to personal goals aligned with the administrator performance expectations. 

/4 pts

Narrative Reflections: (Total 4 min.)  

 Organization 

Reflections do not follow narrative reflection format and APA guidelines; rarely consistent in clarity, expression and concept development. 

Reflections occasionally follow narrative reflection format and APA guidelines; occasionally consistent in clarity, expression and concept development. 

Reflections often follow narrative reflection format and APA guidelines;  often consistent in clarity, expression and concept development. 

Reflections consistently follow narrative reflection format and APA guidelines; always consistent in clarity, expression and concept development. 

/4 pts

49

  Completeness 

Reflections seldom move beyond description of the experience; rarely describe connections between experiences and administrator performance expectations; often returned for further thought and revision. 

Reflections occasionally move beyond description of the practicum experience but lack sufficient depth; occasionally describe connections between experiences and administrator performance expectations; occasionally returned for further thought and revision. 

Reflections often move beyond description of the practicum experience with sufficient depth; often describe connections between experiences and administrator performance expectations. 

Reflections consistently move beyond description of the practicum experience with exceptional depth; consistently describe connections between experiences and administrator performance expectations. 

/4 pts

 Relevance   

Reflections seldom demonstrate relevance to administrator performance expectations.  

Reflections occasionally demonstrate relevance to administrator performance expectations.  

Reflections often demonstrate relevance to administrator performance expectations.  

Reflections consistently demonstrate relevance to administrator performance expectations.  

/4 pts

 Insight  

Reflections seldom demonstrate the application of thought processes and behaviors aligned with administrator performance expectations.     

Reflections occasionally demonstrate the application of thought processes and behaviors aligned with administrator performance expectations.   

Reflections often demonstrate the application of thought processes and behaviors aligned with administrator performance expectations.    

Reflections consistently demonstrate the application of thought processes and behaviors aligned with administrator performance expectations.     

/4 pts 

 On‐Site Collaboration 

Reflections seldom demonstrate evidence of on‐site collaboration and growth in leadership experiences aligned with administrator performance expectations. 

Reflections occasionally demonstrate evidence of on‐site collaboration and growth in leadership experiences aligned with administrator performance expectations. 

Reflections often demonstrate evidence of on‐site collaboration and growth in leadership experiences aligned with administrator performance expectations. 

Reflections consistently demonstrate evidence of on‐site collaboration and exceptional growth in leadership experiences aligned with administrator performance expectations. 

/4pts

Meetings, Discussion Boards, Live Virtual Sessions As Defined By The Delivery Model, i.e. Face‐to‐Face, On‐Line   

Seldom attends meetings or other activities as required; does not contribute or contributions exhibit insufficient evidence of leadership thought processes and behaviors.   

Occasionally attends meetings or other activities as required; some contributions exhibit evidence of leadership thought processes and behaviors.   

Often attends meetings and other activities as required; most contributions exhibit evidence of leadership thought processes and behaviors.   

Consistently attends meetings and other activities as required; contributions consistently exhibit evidence of leadership thought processes and behaviors.    

/2 pts

50

Meetings, Discussion Boards, Live Virtual Sessions As Defined By The Delivery Model, i.e. Face‐to‐Face, On‐Line   

Contributions during required activities provide little evidence of on‐site collaboration and leadership experiences aligned with the administrator performance expectations. 

Contributions during required activities provide some evidence of on‐site collaboration and leadership experiences aligned with the administrator performance expectations. 

Contributions during required activities provide sufficient evidence of on‐site collaboration and leadership experiences aligned with the administrator performance expectations. 

Contributions during required activities provide exceptional evidence of on‐site collaboration and leadership experiences aligned with the administrator performance expectations. 

/2 pts

Mid‐Practicum Evaluation       

Demonstrates insufficient evidence of growth in on‐site leadership experiences aligned with the administrator performance expectations; seldom attended scheduled on‐site mentoring/coaching sessions or was consistently late; did not initiate planned on‐site practicum experiences.   Mid Practicum  Evaluation Score:   53 or Below 

Demonstrates limited evidence of growth in on‐site leadership experiences aligned with the administrator performance expectations; occasionally attended scheduled on‐site mentoring/coaching sessions; initiated some planned on‐site practicum experiences.  Mid Practicum Evaluation Score:   54 ‐ 60 

Demonstrates sufficient evidence of growth in on‐site leadership experiences aligned with the administrator performance expectations; attended most scheduled on‐site mentoring/coaching sessions; initiated most planned on‐site practicum experiences.   Mid Practicum Evaluation Score:   61‐69 

Demonstrates exceptional evidence of growth in on‐site leadership experiences aligned with the administrator performance expectations; attended all scheduled on‐site mentoring/coaching sessions; initiated many planned and unplanned on‐site practicum experiences.       Mid Practicum Evaluation Score: 70 or above 

/4 pts

Diverse  Experiences   

Demonstrates little evidence of progress toward the accumulation of 20 hours (min.) of experience. 

Demonstrates some evidence of progress toward the accumulation of 20 hours (min.) of experience.   

Demonstrates sufficient evidence of progress toward the accumulation of 20 hours (min.) experience. 

Demonstrates exceptional evidence of progress toward the accumulation of 20 hours (min.) of experience.  

/4 pts

District Level Experiences   

Demonstrates little evidence of progress toward the accumulation of 20 hours (min.) of experience.  

Demonstrates some evidence of progress toward the accumulation of 20 hours (min.) of experience.   

Demonstrates sufficient evidence of progress toward the accumulation of 20 hours (min.) experience.  

Demonstrates exceptional evidence of progress toward the accumulation of 20 hours (min.) of experience. 

/4 pts

Off‐Site Experiences   

Demonstrates little evidence of progress toward the accumulation of 20 hours (min.) of experience. 

Demonstrates some evidence of progress toward the accumulation of 20 hours (min.) of experience.   

Demonstrates sufficient evidence of progress toward the accumulation of 20 hours (min.) experience. 

Demonstrates exceptional evidence of progress toward the accumulation of 20 hours (min.) of experience. 

/4 pts

51

Candidate’s Name:___________________________________________Grade:________________________  Site Supervisor’s Name: ________________________School________________District_________________  Concordia Supervisor’s Name:________________________________________________________________  Concordia Supervisor’s Signature:____________________________________________________________     Percentages used to determine final letter grades are as follows: 

Letter Grade  Percentage Final Score

A 93-100 53 - 56

A- 90-92 51 - 52

B+ 87-89 49 - 50

B 84-86 47 - 48

B - 80-83 45 - 46

C+ 77-79 44

C 74-76 42 - 43

F < 74 < 42

Mid Practicum Blackboard  Documentation & Checklist     

No Required documents or assignments posted on Blackboard in the prescribed manner on or before the due date; Blackboard documentation checklist not submitted. 

Some required documents and assignments posted on Blackboard in the prescribed manner on or before the due date; Blackboard documentation checklist submitted after the due date. 

Most required documents and assignments posted on Blackboard in the prescribed manner on or before the due date; Blackboard documentation checklist submitted on or before the due date.  

All required documents and assignments posted on Blackboard in the prescribed manner prior to the due date; Blackboard documentation checklist submitted before the due date. 

/4 pts

         Final Score 

/56 pts

52

FINAL EVALUATION (To Be Completed By Site Supervisor)

End of Administrative Practicum - EDUA 591 To be completed by the candidate’s Site Supervisor and submitted to the University Supervisor. Date Evaluation Completed: _______ School/District:_______________________________ Candidate’s Name: ____________________________________________________________ Name of Site Supervisor: _______________________________________________________ Signature of Site Supervisor: ____________________________________________________ *For electronic filing, please type your name in lieu of a signature. Please indicate your reflection of competencies of the candidate in each area by circling the number corresponding to the rating that you believe most appropriately reflects the typical range of his or her performance. Please comment whenever possible to provide a more complete characterization of the candidate’s capabilities. Key to the ratings: 4 — Outstanding: consistently very competent to superior skills and

qualities; developing unusually well 3 — Competent: average to above average skills and qualities;

developing quite satisfactorily 2 — Occasionally competent: often below-average, sometimes

average; inconsistent; development is not satisfactory 1 — Borderline skills or qualities: often or usually inadequate and

sometimes completely absent; unacceptable NA — Not applicable: not observed, or insufficient basis for judgment

CAPE Category A – VISIONARY LEADERSHIP A school administrator is an educational leader who promotes the success of all students by:

1. Developing and Articulating a Vision of 4 3 2 1 NA for the School Consistent with the LEA’s Overall Vision and Goals. Comments:

2. Developing a Shared Commitment to 4 3 2 1 NA the Vision Among All Members of the

53

School Community. Comments: 3. Leading by Example to Promote 4 3 2 1 NA Implementation of the Vision. Comments: 4. Sharing Leadership with Others in the 4 3 2 1 NA School Community to Help Accomplish the vision. Comments:

CAPE Category B – Instructional Leadership A school administrator is an educational leader who promotes success of all students by:

5. Promoting implementation of K12 4 3 2 1 NA standards pedagogical skills, effective instructional practices, and student assessments for content instruction Comments: 6. Evaluating, analyzing, and providing 4 3 2 1 NA feedback on the effectiveness of classroom instruction to promote student learning and teacher professional growth. Comments: 7. Demonstrating understanding of the 4 3 2 1 NA school and community context including the instructional implications of cultural/linguistic, socioeconomic, and political factors. Comments: 8. Communicating with the school 4 3 2 1 NA community about school wide outcomes data and improvement goals. Comments:  

54

CAPE Category C – SCHOOL IMPROVEMENT LEADERSHIP A school administrator is an educational leader who promotes the success of all students by:

9. Working with others to identify student 4 3 2 1 NA and school needs and developing a data-based school growth plan. Comments: 10. Implementing change strategies based 4 3 2 1 NA on current, relevant theories and best practices in school improvement. Comments: 11. Identifying and using available human, 4 3 2 1 NA fiscal, and material resources to implement the school growth plan. Comments: 12. Instituting a collaborative, ongoing process 4 3 2 1 NA of monitoring and revising the growth plan based on student outcomes. Comments:

CAPE Category D – PROFESSIONAL LEARNING AND GROWTH LEADERSHIP A school administrator is an educational leader who promotes the success of all students by:

13. Modeling life-long learning and job 4 3 2 1 NA related professional growth. Comments: 14. Helping teachers improve their 4 3 2 1 NA professional practices through professional growth activities. Comments: 15. Identifying and developing a variety 4 3 2 1 NA of professional and personal growth opportunities for faculty, staff, parents, and other members of the school community in support of the educational program. Comments:

55

CAPE Category E- ORGANIZATIONAL AND SYSTEMS LEADERSHIP A school administrator is an educational leader who promotes the success of all students by:

16. Understanding and managing the complex 4 3 2 1 NA interactions of all of the schools systems to promote teaching and learning. Comments: 17. Developing, implementing, and monitoring 4 3 2 1 NA the schools budget. Comments: 18. Implementing California school laws, guidelines, and other relevant federal, 4 3 2 1 NA state, and local requirements and regulations. Comments:

CAPE Category F – COMMUNITY LEADERSHIP A school administrator is an educational leader who promotes the success of all students by:

19. Representing and promoting the 4 3 2 1 NA schools accomplishments and needs to the LEA and the public. Comments: 20. Involving the community in helping 4 3 2 1 NA to achieve the school’s vision and goals. Comments:

56

For Site Supervisors only: Overall, please comment on the candidate’s initiative, level of commitment to the Administrative Practicum program and follow-through. 1. Please comment on the candidate's strength as a future administrator. 2. Please list specific competencies and/or personal qualities needing further development to insure this candidate's success as a future administrator. 3. Recommendations for further experiences for the duration of the Administrative Practicum and continuing growth and development.

57

FINAL PRACTICUM BLACKBOARD DOCUMENTATION CHECKLIST

End of EDUA 591

The following is a checklist of required documents that must be uploaded to Blackboard by the student after review and acceptance by the Concordia Supervisor. Please indicate that you have uploaded the required items to Blackboard by placing an (X) beside the items below. The completed checklist should be submitted by the date specified to your Concordia Supervisor. Questions concerning technical issues or problems with Blackboard should be directed to Concordia Information Technology Services at (949) 214-3175 or [email protected]. Student Name:____________________________Cohort:_____________Date:______________ _____Log of Hours with 50 hours beyond EDUA 590 and a total of 100 hours of practicum experiences minimum

_____Signature Activity (One SA Reflection submitted in EDUA 591)

_____Narrative Reflections submitted during EDUA 591 (minimum of 4)

_____Final Practicum Evaluation completed by the Site Supervisor

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Assignments #1- #4 Rubric: Narrative Reflection

Criteria

Far Below

Expectations 0 pt

Below

Expectations ½ pts

Meets

Expectations ¾ pts

Exceeds

Expectations 1pt

Points

Narrative Reflections: Organization

Reflection does not follow narrative reflection format and APA guidelines; rarely consistent in clarity, expression and concept development.

Reflection occasionally follows narrative reflection format and APA guidelines; occasionally consistent in clarity, expression and concept development.

Reflection often follows narrative reflection format and APA guidelines; often consistent in clarity, expression and concept development.

Reflection consistently follows narrative reflection format and APA guidelines; always consistent in clarity, expression and concept development.

Completeness

Reflection seldom moves beyond description of the experience; rarely describe connections between experiences and administrator performance expectations; often returned for further thought and revision.

Reflection occasionally moves beyond description of the practicum experience but lack sufficient depth; occasionally describe connections between experiences and administrator performance expectations; occasionally returned for further thought and revision.

Reflection often moves beyond description of the practicum experience with sufficient depth; often describe connections between experiences and administrator performance expectations.

Reflection consistently moves beyond description of the practicum experience with exceptional depth; consistently describe connections between experiences and administrator performance expectations.

Relevance

Reflection seldom demonstrates relevance to administrator performance expectations.

Reflection occasionally demonstrates relevance to administrator performance expectations.

Reflection often demonstrates relevance to administrator performance expectations.

Reflection consistently demonstrates relevance to administrator performance expectations.

Insight

Reflection seldom demonstrates the application of thought processes and behaviors aligned with administrator performance expectations.

Reflection occasionally demonstrates the application of thought processes and behaviors aligned with administrator performance expectations.

Reflection often demonstrates the application of thought processes and behaviors aligned with administrator performance expectations.

Reflection consistently demonstrates the application of thought processes and behaviors aligned with administrator performance expectations.

On-Site Collaboration

Reflection seldom demonstrates evidence of on-site collaboration and growth in leadership experiences aligned with administrator performance expectations.

Reflections occasionally demonstrate evidence of on-site collaboration and growth in leadership experiences aligned with administrator performance expectations.

Reflection often demonstrates evidence of on-site collaboration and growth in leadership experiences aligned with administrator performance expectations.

Reflection consistently demonstrates evidence of on-site collaboration and exceptional growth in leadership experiences aligned with administrator performance expectations.

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Assignment #5 Rubric: Narrative Reflection (Signature Activity)

Total /5 pts

Criteria

Far Below Expectations 0 pt

Below Expectations 1 pt

Meets Expectations 2 pts

Exceeds Expectations 3 pts

Points

Narrative Reflection: (Signature Activity) Organization

Reflection does not follow narrative reflection format and APA guidelines; rarely consistent in clarity, expression and concept development.

Reflection occasionally follows narrative reflection format and APA guidelines; occasionally consistent in clarity, expression and concept development.

Reflection often follows narrative reflection format and APA guidelines; often consistent in clarity, expression and concept development.

Reflection consistently follows narrative reflection format and APA guidelines; always consistent in clarity, expression and concept development.

Completeness

Reflection seldom moves beyond description of the experience; rarely describe connections between experiences and administrator performance expectations; often returned for further thought and revision.

Reflection occasionally moves beyond description of the practicum experience but lack sufficient depth; occasionally describe connections between experiences and administrator performance expectations; occasionally returned for further thought and revision.

Reflection often moves beyond description of the practicum experience with sufficient depth; often describe connections between experiences and administrator performance expectations.

Reflection consistently moves beyond description of the practicum experience with exceptional depth; consistently describe connections between experiences and administrator performance expectations.

Relevance

Reflection seldom demonstrates relevance to administrator performance expectations.

Reflection occasionally demonstrates relevance to administrator performance expectations.

Reflection often demonstrates relevance to administrator performance expectations.

Reflection consistently demonstrates relevance to administrator performance expectations.

Insight

Reflection seldom demonstrates the application of thought processes and behaviors aligned with administrator performance expectations.

Reflection occasionally demonstrates the application of thought processes and behaviors aligned with administrator performance expectations.

Reflection often demonstrates the application of thought processes and behaviors aligned with administrator performance expectations.

Reflection consistently demonstrates the application of thought processes and behaviors aligned with administrator performance expectations.

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On-Site Collaboration

Reflection seldom demonstrates evidence of on-site collaboration and growth in leadership experiences aligned with administrator performance expectations.

Reflection occasionally demonstrates evidence of on-site collaboration and growth in leadership experiences aligned with administrator performance expectations.

Reflection often demonstrates evidence of on-site collaboration and growth in leadership experiences aligned with administrator performance expectations.

Reflection consistently demonstrates evidence of on-site collaboration and exceptional growth in leadership experiences aligned with administrator performance expectations.

Total /15 pts  

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Final Practicum Grading Sheet End of EDUA 591 Course 

 (For Use By Concordia Supervisor) 

Component  

Far Below Expectations 

1 

 Below Expectations

2  

 Meets Expectations

3  

Exceeds Expectations 4 

  Overall Rating  

Logs of Hours:  (100 Hrs. Minimum) (15 hrs. or less in a single experience)  

 Completeness  

 Logs of Hours not submitted; no documentation of practicum hours. 

 Logs of Hours submitted late consistently; less than the minimum hours documented.   

 Logs of Hours submitted on time; minimum hours completed and documented.   

 Logs of Hours submitted prior to due dates; well beyond the minimum hours documented.      

/2pts 

  Relevance 

Logs of Hours not submitted; no documentation of practicum hours. 

Logs reflect limited experiences in less than ½ of the administrator performance expectations. 

Logs reflect a variety of experiences in at least ½ of the administrator performance expectations. 

Logs reflect a wide variety of experiences in more than ½ of the administrator performance expectations. 

/2pts

Signature Activity:  (1 of 2 required)  

Selection and implementation of the Signature Activity demonstrate no connection to personal goals aligned with the administrator performance expectations. 

Selection and implementation of the Signature Activity demonstrate a partial connection to personal goals aligned with the administrator performance expectations. 

Selection and implementation of the Signature Activity demonstrate a clear connection to personal goals aligned with the administrator performance expectations. 

Selection and implementation of the Signature Activity demonstrate an exemplary connection to personal goals aligned with the administrator performance expectations. 

/4pts

Narrative Reflections:  (Total 4 min. )  

 Organization 

Reflections do not follow narrative reflection format and APA guidelines; rarely consistent in clarity, expression and concept development. 

Reflections occasionally follow narrative reflection format and APA guidelines; occasionally consistent in clarity, expression and concept development. 

Reflections often follow narrative reflection format and APA guidelines;  often consistent in clarity, expression and concept development. 

Reflections consistently follow narrative reflection format and APA guidelines; always consistent in clarity, expression and concept development. 

/4pts

  Completeness 

Reflections seldom move beyond description of the experience; rarely describe connections between experiences and administrator performance expectations; often returned for further 

Reflections occasionally move beyond description of the practicum experience but lack sufficient depth; occasionally describe connections between experiences and 

Reflections often move beyond description of the practicum experience with sufficient depth; often describe connections between experiences and 

Reflections consistently move beyond description of the practicum experience with exceptional depth; consistently describe connections between experiences and administrator performance 

/4pts

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thought and revision.  administrator performance expectations; occasionally returned for further thought and revision. 

administrator performance expectations. 

expectations. 

 Relevance   

Reflections seldom demonstrate relevance to administrator performance expectations.  

Reflections occasionally demonstrate relevance to administrator performance expectations.  

Reflections often demonstrate relevance to administrator performance expectations.  

Reflections consistently demonstrate relevance to administrator performance expectations.  

/4pts 

 Insight  

Reflections seldom demonstrate the application of thought processes and behaviors aligned with administrator performance expectations.  

Reflections occasionally demonstrate the application of thought processes and behaviors aligned with administrator performance expectations.  

Reflections often demonstrate the application of thought processes and behaviors aligned with administrator performance expectations.    

Reflections consistently demonstrate the application of thought processes and behaviors aligned with administrator performance expectations.     

/4 pts 

 On‐Site Collaboration 

Reflections seldom demonstrate evidence of on‐site collaboration and growth in leadership experiences aligned with administrator performance expectations. 

Reflections occasionally demonstrate evidence of on‐site collaboration and growth in leadership experiences aligned with administrator performance expectations. 

Reflections often demonstrate evidence of on‐site collaboration and growth in leadership experiences aligned with administrator performance expectations. 

Reflections consistently demonstrate evidence of on‐site collaboration and exceptional growth in leadership experiences aligned with administrator performance expectations. 

/4 pts

Meetings, Discussion Boards, Live Virtual Sessions As Defined By The Delivery Model, i.e. Face‐to‐Face, On‐Line  

Seldom attends meetings or other activities as required; does not contribute or contributions exhibit insufficient evidence of leadership thought processes and behaviors. 

Occasionally attends meetings or other activities as required; some contributions exhibit evidence of leadership thought processes and behaviors.  

Often attends meetings and other activities as required; most contributions exhibit evidence of leadership thought processes and behaviors.  

Consistently attends meetings and other activities as required; contributions consistently exhibit evidence of leadership thought processes and behaviors.  

/2 pts

Meetings, Discussion Boards, Live Virtual Sessions As Defined By The Delivery Model, i.e. Face‐to‐Face, On‐Line 

Contributions during required activities provide little evidence of on‐site collaboration and leadership experiences aligned with the administrator 

Contributions during required activities provide some evidence of on‐site collaboration and leadership experiences aligned with the 

Contributions during required activities provide sufficient evidence of on‐site collaboration and leadership experiences aligned with the 

Contributions during required activities provide exceptional evidence of on‐site collaboration and leadership experiences aligned with the administrator 

/2 pts

63

performance expectations.  

administrator performance expectations. 

administrator performance expectations. 

performance expectations.  

Final Practicum Evaluation:       

Demonstrates insufficient evidence of growth in on‐site leadership experiences aligned with the administrator performance expectations; seldom attended scheduled on‐site mentoring/coaching sessions or was consistently late; did not initiate planned on‐site practicum experiences.   Final  Practicum  Evaluation Score:   53 or Below 

Demonstrates limited evidence of growth in on‐site leadership experiences aligned with the administrator performance expectations; occasionally attended scheduled on‐site mentoring/coaching sessions; initiated some planned on‐site practicum experiences.  Final Practicum Evaluation Score:   54 ‐ 60 

Demonstrates sufficient evidence of growth in on‐site leadership experiences aligned with the administrator performance expectations; attended most scheduled on‐site mentoring/coaching sessions; initiated most planned on‐site practicum experiences.   Final Practicum Evaluation Score:   61‐69 

Demonstrates exceptional evidence of growth in on‐site leadership experiences aligned with the administrator performance expectations; attended all scheduled on‐site mentoring/coaching sessions; initiated many planned and unplanned on‐site practicum experiences.       Final Practicum Evaluation Score: 70 or above 

/4 pts

Diverse Experiences   

Demonstrates little evidence of the accumulation of 20 hours (min.) of experience  

Demonstrates some evidence of the accumulation of 20 hours (min.) of experience  

Demonstrates sufficient evidence of the accumulation of 20 hours (min.) experience  

Demonstrates exceptional evidence of the accumulation of 20 hours (min.) of experience  

/4 pts

District Level Experiences   

Demonstrates little evidence of the accumulation of 20 hours (min.) of experience 

Demonstrates some evidence of the accumulation of 20 hours (min.) of experience   

Demonstrates sufficient evidence of the accumulation of 20 hours (min.) experience  

Demonstrates exceptional evidence of the accumulation of 20 hours (min.) of experience 

/4 pts

Off‐Site Experiences   

Demonstrates little evidence of the accumulation of 20 hours (min.) of experience 

Demonstrates some evidence of the accumulation of 20 hours (min.) of experience   

Demonstrates sufficient evidence of the accumulation of 20 hours (min.) experience 

Demonstrates exceptional evidence of the accumulation of 20 hours (min.) of experience 

/4 pts

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   Candidate’s Name:___________________________________________Grade:________________________  Site Supervisor’s Name: ________________________School________________District_________________  Concordia Supervisor’s Name:________________________________________________________________  Concordia Supervisor’s Signature:____________________________________________________________     Percentages used to determine final letter grades are as follows: 

Letter Grade  Percentage Final Score

A 93-100 49-52

A- 90-92 47-49

B+ 87-89 46

B 84-86 44-45

B - 80-83 42-43

C+ 77-79 41

C 74-76 39-40

F  < 74 < 39

Final Practicum Blackboard  Documentation & Checklist     

No Required documents or assignments posted on Blackboard in the prescribed manner on or before the due date; Blackboard documentation checklist not submitted. 

Some required documents and assignments posted on Blackboard in the prescribed manner on or before the due date; Blackboard documentation checklist submitted after the due date. 

Most required documents and assignments posted on Blackboard in the prescribed manner on or before the due date; Blackboard documentation checklist submitted on or before the due date.  

All required documents and assignments posted on Blackboard in the prescribed manner prior to the due date; Blackboard documentation checklist submitted before the due date. 

/4 pts

       Final Score        

/52 pts

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WRITING RUBRIC (Reference)

The use of proper APA paper format, citations, and references is required for most papers and assignments. All written work must exhibit clarity of thought, and be free of grammar, spelling, and sentence structure errors. Use double-spacing, one-inch margins, and Time New Roman 12 point font. Concordia University/Irvine has a Writing Center located on the Irvine campus and writing resources accessible on the library and CELT web pages. The Writing Center provides writing support to MAED students in face-to-face and online programs as requested. Students may contact the Writing Center at (949) 214-3444 or online to schedule time for assistance with papers and other written assignments.

Criteria Quality No/Limited

Proficiency Some Proficiency

Proficiency High Proficiency

Rating

1. Thesis/Focus: a. Originality

Thesis is missing Thesis may be unimaginative

Thesis is somewhat original

Develops fresh insight that challenges the reader's thinking

2. Thesis/Focus: b. Clarity

Reader cannot determine thesis and purpose OR thesis has no relation to the writing task

Thesis and purpose are somewhat vague OR only loosely related to the writing task

Thesis and purpose are fairly clear and match the writing task

Thesis and purpose are clear to the reader: closely match the writing task

3. Organization Unclear organization OR organizational plan is inappropriate to thesis. No transitions.

Some signs of logical organization. May have abrupt or illogical shifts and ineffective flow of ideas

Organization supports thesis and purpose. Transitions are mostly appropriate. Sequence of ideas could be improved

Fully and imaginatively supports thesis and purpose. Sequence of ideas is effective. Transitions are effective.

4. Support/ Reasoning a. Ideas b. Details

Offers simplistic, undeveloped, or cryptic support for the ideas. Inappropriate or off-topic generalizations, faulty assumptions, errors of fact.

Offers somewhat obvious support that may be too broad. Details are too general, not interpreted, irrelevant to thesis, or inappropriately repetitive

Offers solid but less original reasoning. Assumptions are not always recognized or made explicit. Contains some appropriate

Substantial, logical, and concrete development of ideas. Assumptions are made explicit. Details are germane, original, and convincingly interpreted

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details or examples

5. Use of sources/ Documentation

Neglects important sources. Overuse of quotations or paraphrase to substitute writer's own ideas. Possibly uses source material without acknowledgement.

Uses relevant sources but lacks in variety of sources and /or in the skillful combination of sources. Quotations and paraphrases may be too long and/or inconsistently referenced

Uses sources to support, extend, and inform, but not substitute writer's own development of idea. Doesn't overuse quotes, but may not always conform to required style manual.

Uses sources to support, extend, and inform, but not substitute writer's own development of idea. Combines material from a variety of sources, including peers, observation, scientific data, authoritative testimony. Does not overuse quotes

6. Audience Awareness

Little or no awareness of audience or form's requirements. Egocentric. A written form of speech of one's self.

Stance is that of a novice attempting to please an expert.

Stance is somewhat tentative and meets reader's needs with some skill, but not as consistently successful.

Stance is that of an expert who consistently and skillfully anticipates reader's needs. Rhetorically sophisticated.

7. Style a. Sentences b. Diction/Syntax c. Voice/Tone

Superficial and stereotypical language. Oral Rather than written language patterns predominate

Sentences show little variety, simplistic. Diction is somewhat immature: relies on cliché’s. Tone may have some inconsistencies in tense and person

Sentences show some variety and complexity. Uneven control. Diction is accurate, generally appropriate, less advanced. Tone is usually appropriate

Sentences are varied, complex and employed for effect. Uses advanced vocabulary. Tone is mature, consistent, suitable for topic and audience.

8. Writing Conventions: Grammar/ Spelling/ Usage/ Punctuation

Mechanical and usage errors so severe that writer's ideas are hidden

Repeated weaknesses in mechanics and usage. Pattern of flaws.

Mechanical and usage errors that do not interfere with meaning

Essentially error free.

9. Presentation Essay looks untidy and does

Essay looks fairly neat but

Essay looks neat but

Essay looks neat, crisp,

67

not follow basic formatting rules (e.g., margins, headers and sub headers)

violates some formatting rules.

violates one or two formatting rules.

and professional

CERTIFICATE OF ELIGIBILITY

Administrative Services Credential students apply for the Certificate of Eligibility after they complete the program. The credential application process is coordinated by Debbie Brumfield, Lead Credential Analyst, CUI, School of Education. Please refer all questions regarding the administrative credential application process to Debbie Brumfield: [email protected].

ONLINE CREDENTIAL APPLICATION PROCESS

The Commission on Teacher Credentialing uses an online submission process. To request your credential/certificate using the new California Commission on Teacher Credentialing online processing system, you must have an email address and be able to use a credit card for payment. Please read these instructions carefully! Complete the Credential Application Request Form. Submit the form to the School of

Education along with items specified on the checklist in this packet. If you have NOT yet been hired in an administrative position, you are applying for the CERTIFICATE OF ELIGIBILITY. Please submit paperwork to the Irvine Campus, attention Debbie Brumfield via mail or in person. Alternately, you may submit the Credential Application Request Form via email ([email protected]) or fax (949-214-3353). Transcripts must be official original documents.

When all application paperwork has been received by the Credential Analyst, your

application will go in line on a first come first serve basis. There is a two week turn-around time after all paperwork is received. Your application will be submitted and you will receive an email from CTC with instructions on how to complete the personal/professional fitness and payment portions of the process. (All correspondence will take place via email.) Your information will remain in the CTC database for 90 days after which time it will be deleted. If this happens, your information will need to be resubmitted by Concordia and you will be charged a resubmission fee of $50.00 payable to Concordia in the form of a Cashier’s Check or Money Order sent to the Credential Analyst. Your resubmission will not take place until the fee is received.

After completing the personal and professional fitness and payment portion, CTC will send

you notice of receipt via email. This email should be printed and may be used when submitting job applications for administrative positions until you receive your granted document.

Provided there are no extenuating circumstances, within 10-20 working days you will

receive an email from CTC that your document has been granted. This is your official document and should be printed and kept for future uses. Concordia will also be notified and we

68

will place a copy in your file. At any time after granting, you can go to the CTC website and print out a duplicate document. You will not receive a hard copy document in the mail.

FEE: The current fee for a credential/certificate is $70.00. There is a $2.50 fee by CTC to process your credit card charge. If ANY of your personal information (name, address, email address) changes after you submit your Credential Request Form, YOU MUST INFORM THE LEAD CREDENTIAL ANALYST in the School of Education. It is imperative that we have all your correct information in our file in order for your application to be processed in a timely manner.

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ADMINISTRATIVE PRACTICUM EDUA 590 – 591

STUDENT INFORMATION SHEET

Name: Home Address: Mailing Address (if different): Home Phone: Cell Phone: Eagles E-mail Address: Alternate Email Address: School Site Name and Address: School District: School Site Phone and Extension: Student's Current Position: Principal/Site Administrator: Principal’s Phone and Extension: Principal’s email address: Site Supervisor’s Name, title, email address and phone number if the principal/site administrator is not your site supervisor: Administrative Practicum Experience:

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Your practicum experience will be directed primarily by the activities in the Planning Document for Practicum in Educational Administration. If you work at a school site, you should plan to work with your principal/school site administrator or an alternate site administrator. You need to learn as much about site leadership and administration as possible during the practicum experience. For the district level experience, select an activity which enhances your knowledge of the educational administrative process.

NOTES