My Role in the Induction Program Mentor Campus Lead Mentor Administrator ACP Supervisor
PPP Candidate Mentor Faculty Supervisor Internship Training Module
description
Transcript of PPP Candidate Mentor Faculty Supervisor Internship Training Module
Training Module for
Principal Preparation Program
Internship Candidates,
Internship Mentors, and
Faculty Supervisors
This module is designed
so that you can view, listen
to, read, or download the
presentation.
Introduction:
• College/University Internship Training
Document
– it contains “specific” information, guidelines, or
rules that pertain specifically to the internship of
your college or university
• Have it available and ready to use while
completing this training module
Purpose of Internship
The primary objectives of the internship are:
To experience the realities of the principalship by applying previous classroom knowledge to actual principal-like situations;
To gain practical experience in applying administrative skills, techniques, and theory through working with professional administrators;
To gain problem-based experiences in strategic leadership, instructional leadership, organizational leadership, and political and community leadership.
To practice problem-based learning in an authentic supervised environment.
Purpose of Internship
To provide:
• opportunities to work with and learn from administrators in public schools, social service agencies, and other public and private organizations.
• a catalyst for professional growth and development based on standards and tailored to the help the candidate meet the state requirements for a principal endorsement.
Review: The intent of the internship is to provide a catalyst for professional growth and development based on standards and tailored to the help the candidate meet the state requirements for a principal endorsement.
to determine if your
institution has additional
items/information concerning
the Purpose of Internship
Leadership Standards
Upon Which the
Internship is Based
The internship is based upon the
following leadership standards:
• Interstate School Leaders Licensure Consortium
(ISLLC) Standards
• Southern Regional Education Board (SREB) 13
Critical Success Factors
• Illinois Professional School Leader Standards
(IPSLS)
• Illinois Professional Teaching Standards (IPTS)
to
determine if your institution has
additional items/information
concerning the Internship Leadership
Standards
Internship Learning
Experiences
Internship learning experiences
Candidates must demonstrate the ability to meet:
• The three required State Assessments as
promulgated in IL ADM CODE 30.APPENDIX A;
• 2008 ISLLC Standards for School Leaders
Assessments;
• SREB 13 Critical Success Factors Assessments;
• SREB 36 Competencies of Critical Success Factors
Assessments;
Internship learning experiences
Candidates must demonstrate engagement in preschool – grade 12 instructional activities that involve:
• general education teachers at all grade levels
• special education teachers at all grade levels in special education settings;
• bilingual teachers at all grade levels in bilingual education settings;
• gifted education teachers at all grade levels in gifted education settings;
Internship learning experiences
Candidates must:
• demonstrate 100% participation (49) in the
• SREB 13 Critical Success Factors
• SREB 36 Competencies
• demonstrate 80% leadership (40) in the
• SREB 13 Critical Success Factors
• SREB 36 Competencies
Internship learning experiences
What they are NOT:
• any activities that are not directly related to the
provision of instruction at the school site
Examples of excluded activities:
• supervision of students during lunch or recess
periods
• completion of preparation program coursework
• Review: Candidates must actively engage in leadership activities that allow them to demonstrate the ability to meet standards and their own university requirements.
to determine if your
institution has additional
items/information concerning
the Internship Learning
Experiences
Internship Products and
Artifacts
Internship Products and artifacts
Candidates are responsible for
meeting/producing:
• the internship required assessments,
• university/college requirements
• products and/or artifacts that represent the
ability to meet the internship assessment
rubrics as outlined in the “Learning
Experiences Section” of this training module.
to
determine if your institution has
additional items/information
concerning the Internship
Products or Artifacts
Attendance, Participation,
and Technology
Attendance and Participation
Attendance:
• Regular and punctual attendance is a
responsibility of the candidate while
participating in the internship.
• “Proactive” scheduling may be necessary to
participate in timely opportunities.
Technology and email
• Each candidate is responsible for their own technology for use during the internship.
• It is a privilege to be able to use the internship internet site and every candidate is expected to become familiar with and adhere to the school’s internet and technology policies.
• Email may be the best way for candidates and faculty supervisors to communicate during the internship. Prompt responses and communication between both the candidate and the faculty supervisor will make the internship run effectively and efficiently.
to
determine if your institution has
additional items/information
concerning Attendance,
Participation, and Technology
Required Experiences in
Diverse Settings
Diversity
The internship is required to be conducted at one or more public or nonpublic schools as to enable the candidate to be exposed to and participate in a variety of school leadership situations in settings that:
• represent diverse economic and
• cultural conditions and
• involve interaction with various members of the school community.
Diversity
Experiences are required to include:
• Engagement in instructional activities that
involve teachers in both general education and
special education.
• Participation in leadership opportunities.
Diversity
Candidates must work with their faculty
supervisor to obtain the required school sites
that represent:
• Diverse economic conditions
• Diverse cultural conditions
• Involve interaction with various members
of the school community.
Review: In accordance with Section 30.40 of Illinois State Leadership Redesign: The internship shall be conducted at one or more public or nonpublic schools as to enable the candidate to be exposed to and participate in a variety of school leadership situations in diverse settings.
to
determine if your institution has
additional items/information
concerning Diversity
Requirements
The Role of the Candidate
in the Internship
The role of the candidate in the
internship
Candidates must:
• participate in all orientation and seminar
preparation/training as provided by the principal
preparation program and as required by the State;
• participate in all internship required leadership
activities and projects in collaboration with the
mentor and site administration team members;
The role of the candidate in the
internship
Candidates must:
• regularly communicate with the mentor to best meet the needs of students while engaging in appropriate/relevant leadership activities related to student learning;
• successfully complete the evaluation of license staff training required under Section 24A-3 of the School Code before the internship;
• take and pass the principal content-area test before completion of the internship;
• participate in a minimum of three seminars/meetings with the faculty supervisor(s) related to internship experiences;
The role of the candidate in the
internship
Candidates must:
• arrange with the faculty supervisor for observation and evaluation at least four times a year;
• incorporate feedback from the faculty supervisor and internship mentor into ongoing efforts towards growth and development;
• assure the completion of assessments of performance by the faculty supervisor and internship mentor;
• collect and submit all candidate internship assessments and documents;
The role of the candidate in the
internship
Candidates must:
• collect artifacts and submit evidence of
completion of all the SREB Critical Success factors;
• successfully complete all three prescribed State
internship assessments;
• complete the principal preparation program’s full
time residency requirement;
The role of the candidate in the
internship
Candidates must:
• successfully complete all of the principal
preparation program’s internship requirements with
supporting artifacts and documentation;
• request additional time, if necessary, to complete
the requirements of the internship.
• Review: It is the responsibility of the candidates who wish to pursue the Educational Leadership program degree and/or endorsement to be fully engaged in meeting all state and university/college program requirements.
to
determine if your institution has
additional items/information
concerning the Role of
Candidates in the Internship
The Role of the
Internship Mentor
The Role of the Internship Mentor
• Primary internship mentor in most cases will be the
candidate’s principal.
• Internship Mentor will provide feedback and
assessment to the candidate on all assessments of
the internship
The Role of the Internship Mentor
• The internship mentor agrees to the responsibilities
and qualifications required by the state and college
and to complete the training to successfully fulfill
the role of the internship mentor.
• A copy of the mentoring agreement will be
submitted to the mentor’s district to communicate
the responsibilities of the mentor to the mentor’s
district supervisor.
The Role of the Internship Mentor
The internship mentor plays a critical role in the internship
experiences and agrees to:
• participate in internship mentor preparation/training
as provided by the preparation program and as required
by the State;
• work directly with candidates that they observe
specific tasks related to meeting the SREB 13 critical
success factors and 36 essential competencies;
• work directly with candidates to participate in
specific tasks related to meeting SREB 13 the critical
success factors and 36 essential competencies;
The Role of the Internship Mentor
The internship mentor plays a critical role in the internship experiences and agrees to:
• work directly with candidates to take the lead in specific tasks related to meeting the critical success factors and essential competencies referenced in Section 30.30(b)(3) of the rules;
• collaboratively work with the faculty supervisor to assess the performance of the leadership candidate through observations and the use of the internship rubrics as provided by the preparation program;
• provide support and remediation for any areas of performance in the internship that does not meet the identified standards
• Review: The internship mentor agrees to the responsibilities and qualifications required by the state and college/university and to complete training to successfully fulfill the role of the internship mentor.
to
determine if your institution has
additional items/information
concerning The Role of the
Internship Mentor
The Role of the
Faculty Supervisor
in the Internship
The role of the faculty supervisor in
the internship
• The faculty supervisor is responsible to:
– provide feedback to candidates
– support candidates
– provide assessment of leadership candidates’ work
– be the liaison for the university/college between the
candidate and the internship mentor.
The role of the faculty supervisor in
the internship
The following is a summary of faculty supervisor
responsibilities:
Participate in:
– supervisor preparation/training as provided by the
preparation program and as required by the State;
– training for the evaluation of licensed staff Section
24A-3 of the School Code
The role of the faculty supervisor in
the internship Faculty supervisor responsibilities continued:
Verify that: • the candidate receives a passing score on the applicable
content-area test before entering the internship;
• the candidate successfully completes the evaluation of licensed staff training required under Section 24A-3 of the School Code before beginning his or her internship;
• observe, evaluate and provide feedback at least four times a year to each candidate about the candidate’s performance on those measures which align to the final assessments;
• conduct at least four face-to-face meetings with the internship mentor at the internship site of each candidate;
The role of the faculty supervisor in
the internship Faculty supervisor responsibilities continued:
• conduct a minimum of three seminars a year for candidates involved in the internship;
•work in collaboration with the internship mentor to complete the assessment of the candidate’s performance;
• collect and submit all candidate internship assessments and documents;
• request additional time and/or support for a candidate who does not meet all the requirements of the internship;
• determine a plan of action to remediate any competency not met during the internship.
Review:
The faculty supervisor is responsible to
provide feedback, support, and assessment
for the leadership candidate, and be the
liaison between the candidate and internship
mentor with the college. The faculty
supervisor is responsible for the collection
and submission of all documents
to
determine if your institution has
additional items/information
concerning Role of the Faculty
Supervisor in the Internship
Assessment Procedures,
Criteria, and Grading
Each candidate is required to:
Demonstrate the ability to meet:
– the three required State Assessments as
promulgated in IL ADM CODE 30.APPENDIX A
– the 2008 ISLLC Standards for School Leaders
Assessments
– the SREB 13 Critical Success Factors
– the SREB 36 Competencies of Critical Success
Factors
Each candidate is required to demonstrate
engagement in the following:
instructional activities that involve:
• general education teachers at all grade levels
• special education teachers at all grade levels in special
education settings;
• bilingual teachers at all grade levels in bilingual
education settings;
• gifted education teachers at all grade levels in gifted
education settings;
Each candidate is required to demonstrate
engagement in the following:
instructional activities that involve:
• observation of the hiring of teachers, other certified
staff, and noncertified staff;
• observation of supervision and evaluation of teachers,
other certified staff, and noncertified staff;
• development of a professional development plan for
teachers;
Each candidate is required to successfully
complete and to demonstrate proficiency
on the following internship activities:
• Demonstrate 100% participation (49) in the SREB 13 Critical Success Factors and 36 Competencies
• Demonstrate 80% leadership (40) in the SREB 13 Critical Success Factors and 36 Competencies
Grading Criteria
Each college or university will have its own
grading criteria for the internship.
Review:
• Each candidate is required to successfully complete and to demonstrate proficiency on a variety of activities and leadership opportunities;
• Each college/university will have its own grading criteria
to
determine if your institution has
additional items/information
concerning Assessment
Procedures, Criteria, and Grading
Certificate of Completion
is hereby granted to
_________________________________________________________________________
to certify that he/she has completed to satisfaction
University–Intern-Mentor
Internship Training Module
_________________________________________________________________
Candidate Date Mentor Date
___________________________________
Faculty Supervisor Date