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EDL Internship:Application and Proposal

Lauren StuffSchool Building Leader Certification Program

Revised September 2011

St. Bonaventure UniversityEducational Leadership

I n t e r n s h i p A p p l i c a ti o n

Submit to: Educational leadership ChairSt. Bonaventure UniversitySchool of EducationPO Box ABSt. Bonaventure, NY 14778

Name Lauren Stuff Date December 30, 2013

Home Address 215 ½ South Union Street

City/State/Zip Olean E-Mail [email protected]

Home Phone 716.244.7838

Business (School or Agency) Cattaraugus-Allegany BOCES

Address 1825 Windfall Road

City/State/Zip Olean

Work Phone 716.376.8306 Work Fax

Present Certifications Held BA Elementary/Special Education; MA Childhood Literacy

Certification You Plan to Earn EDL: School Building Leader (SBL)

NY SBL NY SDL

Years of Teaching Experience 5

Years of Administrative Experience 2

Credits of Graduate Work Completed at End of Present Semester 30

Credits of Graduate Work in EDL Completed at End of Present Semester 9

Name of School District/Agency for Internship Cattaraugus-Allegany BOCES; Olean City School District

Name of School or Building Cattaraugus-Allegany BOCES; Washington West Elementary

Name of Superintendent or Executive Officer Lynda Quick; Colleen Taggerty

Name of Internship Site Supervisor Tim Clarke; Linda NottinghamTitle of Internship Position (if applicable) Program Manager for Professional Development; Elementary Principal PK-3

Description of Plan for Internship Experience

Internship Guide/


Collaborate with the site supervisor to coordinate and supervise various activities associated with the roles and responsibilities of secondary school leaders; Collaborate with the site supervisor to supervise and coordinate activities associated with the ideals of family engagement.

Anticipated Schedule – School/Work (Daily) Daily; Evening Commitments

Internship Schedule TBD (a consistent schedule is not probable at this time)

Explain the Steps You Have Taken or Plan to Take to Finalize Your Schedule

The schedule, while sporadic in nature, will be consistently implemented to assure that time requirements are fulfilled. Being that the job that I currently hold has many administrative implications, much of the internship requirements will be fulfilled during the workday. With the elementary internship, the focus will be exclusive to fostering and developing the work of Dr. Steve Constantino regarding family engagement, warranting a greater amount of work being done outside of the school day during faculty meetings, professional development days, and during evening, family-oriented events.

Are You Admitted to (Please Check)

A) Degree Program Certification Program

B) Number of Graduate Hours Completed at St. Bonaventure University Approximately 30

Explain How Your Internship Responsibilities Will be Beneficial to the School District.

The intent of my internship is to provide support to current teachers and administrators on various concepts relative to the ELCC standards. Through my efforts, I will be able to support a multitude of schools throughout two counties, as I will be interning with an organization that allots me the opportunity to service more than one district in my endeavors. In servicing multiple districts, my reach is far greater than it may be if I were housed in one school. Furthermore, my efforts will be continuous in nature and encourage the consistent use of our shared service within districts.

With regard to the elementary experience, the major focus will be on fostering a stronger sense of family engagement in the district. As teachers work to fulfill curricular goals, they will also be working as a cohesive unit to study, evaluate, and implement strategies and approaches to engaging families in their child’s education. In working to engage families, the school will, in essence, have the support of the local community and ultimately create open lines of communication between parents and the school faculty/staff.

Explain How You Feel the Internship Will Help You Including Your Analysis of Areas that Require Strengthening.In all honesty, I think this internship opportunity will be unique in that I will be working in multiple locales doing a multitude of different things. In my BOCES experience, my internship will be centered upon providing professional development in curriculum, whereas the experience in the elementary setting will work towards fulfilling the connectivity of the school and community. The diverse experiences will help create a meaningful, well-rounded experience that can give me a truly worthwhile administrative perspective.

Student’s Signature DateInternship Guide/


Site Supervisor Signature

University Supervisor Signature

Please note that the planning matrix has been modified to include the target objectives for the upcoming internship experiences.

All items in blue text are projected targets for the Washington West Elementary Experience, and those in red are directly tied to the CABOCES internship experience (Part II).

Those in black have already been completed and are being embedded into a professional portfolio with direct evidence of their completion.

Internship Guide/


OUTLINE OF PROPOSAL:

As I embark on my quest to become an educational administrator, I look towards the moments that will help shape my administrative philosophy and influence the change I can affect through a series of well-developed and proactive projects. Through the proposal that follows, I outline my intended plan of action for my practicum and internship completion by the Spring of 2015.

I. Philosophical PerspectiveSt. Bonaventure University’s School of Education is founded on the philosophy of a “journey to excellence,” through which students are oriented towards a destination that fulfills their personal goals and outlooks. Through this philosophy, and the mission of Cattaraugus-Allegany BOCES, the location of my intended internship, I seek the experience that will help me to grow in competence in the field of educational administration. With a greater competence and experience, it is my hope that I will follow this path to excellence, taking a journey that will ultimately lead me to a thorough understanding of the ELCC standards and of the world of education as a whole. In a shared experience through CABOCES and the Olean City School District, my experience will be vast and will only help to prepare me for the ever-changing, ever-evolving field of education.

II. Program DescriptionsIt is my intent to complete my internship with the cooperation and support of Cattaraugus Allegany BOCES, a shared service provider for 22 school districts in the Southern Tier of New York State. In working with BOCES, I will have the unique opportunity to work in all types of schools, from elementary to middle and high schools. In collaboration with my supervisor and Program Manager for Professional Development, specific tasks for varying levels will be completed.

In addition to working with Cattaraugus-Allegany BOCES, I will also be compiling service in the Olean City School District at Washington West Elementary School with Mrs. Linda Nottingham as my direct site supervisor. In collaboration with the elementary principal, I will work to develop a stronger sense of family engagement, connecting the faculty and staff to the school community all the more.

III. Competencies/BehaviorsPlease see the Matrix that follows for the intended competencies and behaviors that will evolve throughout the course of my internship. All activities are intended to be completed by the Spring of 2015, with a predominant number of hours being completed in the 2014-2015 school year.

IV. Means of EvaluationIn meeting weekly or bi-weekly with my site supervisor, intended objectives and tasks will be assigned, discussed and evaluated. These weekly meetings will be tracked in the internship log and will reflect the collaborative efforts of the site supervisor and myself.

V. Evaluation ToolsThe following evaluation tools will be used to evaluate the competencies and behaviors evolving from the overall internship experience.

a. Daily, weekly, and/or Monthly Logsb. Conferences with University/Site Supervisorc. Evaluation and feedback forms from workshop participantsd. Personal reflection forms (to be completed following PD offerings to staff)e. Evaluations by the site supervisor and university supervisor

VI. Summary and ConclusionsUpon completion of the practicum and internship requirements, it is my hope that I can begin the quest to work as an elementary administrator. While this may take more than five years, it is my intent to hold a position that leads to an administrative future, be it as a curriculum coordinator or in my continued efforts as a staff specialist for professional development.

Internship Guide/

EDUCATIONAL LEADERSHIP CONSORTIUM COUNCIL (ELCC) STANDARDS SUMMATIVE MATRIX

Standard 1: An educational leader promotes the success of every student by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by all stakeholders.

ELCC Functions

Indicators Assignments/Activities Title, Location, Artifact Approximate Time

1.1 Develop a vision

a. Vision and Mission Documentation - Lead Evaluator Training: develop a plan for the year-long series of trainings for admin team

b. Evidence of Collaboration - Collaborate with colleagues to develop a comprehensive plan for training on the Danielson and NYSUT frameworks

c. Develop a vision for the long-term family engagement plan with the elementary faculty/staff

d. Develop a vision for the Eisenhower 2014-2015 consortium and communicate said vision to local districts

- Generate a year-long vision for the projected goals and outcomes of the workshop series

- Compile resources shared with participants in bi-monthly offerings- Meet bi-monthly to collaborate and plan upcoming trainings

involving the vision of the offering

- Complete a matrix/action plan for the month-by-month implementation of the family engagement roll-out

- Complete a letter detailing the intent of this year’s Eisenhower Consortium

- Communicate with districts when questions involving the intended plan are posed

10 hours

4 hours

5 hours

1.2 Articulate a vision

a. Promoting learningb. Communicate the vision

- Provide scholarly articles and resources relative to effective evaluation procedures; read and discuss at bi-monthly trainings

- Provide an agenda and outline for each training, including objectives and goals for the session and the series of trainings as a whole

- Communicate with faculty/staff at opening day events and initial faculty meetings regarding the family engagement protocol and practice that will be highlighted, discussed and implemented over the course of the year.

- Communicate with districts when questions involving the intended plan are posed

5 hours

3 hours

3 hours

1.3 implement a vision

a. Evidence of planning process: copies of materials developed during planning process

- Support administrators in the continued practice of evaluating and coaching teachers on the platforms selected by the district

20 hours


b. Evidence of monthly communication/meetings in which elements of family engagement are highlighted and discussed

c. Implement the planning and professional development surrounding the components associated with the Eisenhower Consortium offerings

- Present techniques and tools to use in the promotion of family engagement

- Present the ideals behind the Eisenhower Consortium at initial curriculum coordinators meetings, emphasizing the connectivity of the consortium as an extended professional development experience

20 hours

20 hours

1.4 Steward a vision

d. Alignment that indicates sustainabilitye. Evidence of long-term planning

- Documentation of the lead evaluator trainings and the continuation of various steps relative to the vision for the overall offering

- Documentation of the topics and tools shared with teachers during monthly faculty meetings and during personalized professional development

- Documentation of the concepts and topics discussed with each of the cohorts in the Eisenhower Consortium of 2014-2015

5 hours

10 hours

5 hours

1.5 Promote community involvement in the vision

a. Plans or process to monitor processb. Evidence of revision or revision processc. Involve all stakeholders

- Establish feedback from workshop participants at the end of the individual trainings and series of the trainings

- Use feedback to plan for future offerings

- Detailed log of all communication sent to families with regard to upcoming school events and opportunities for shared learning with faculty and staff

- Detailed log of all communication with teachers regarding the promotion of community involvement in the effective effort to work toward a more tech-rich atmosphere and environment

5 hours

5 hours

5 hours

Standard I: HoursInternship Experience (1): 45 hoursInternship Experience (2): 80 hours

Standard 2: An educational leader promotes the success of every student by advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth.

Internship Guide/


ELCCFunctions


2.1 Promote positive school culture

a. Evidence of collaboration - Curriculum Forum meeting notes

- Contributions to monthly newsletters- Meeting notes as a follow-up to faculty meetings- Notes to those working to promote family engagement in the school

building and local community

- Meeting notes with site supervisor- Meeting notes regarding the Eisenhower Consortium and the planning

efforts evolving for the three-part program

20 hours

15 hours

10 hours

2.2 Provide effective instructional program

b. Design curriculum to accommodate diverse learner needs

c. Use of technology present

- Collaborate with teachers on the development and infusion of state-wide released curriculum modules for ELA and Math

- Collaborate with teachers on the infusion of iPads in everyday instruction, both in center-based models and one-to-one initiatives

- Collaborate with teachers on the communication with families through digital, tech-rich platforms (i.e. school websites, webinars, video communication, etc.).

- Compile books and design a “course-outline” for the study of the strategies and concepts associated with promoting family engagement and involvement

- Creation of a platform to highlight concepts learned/discussed at the Eisenhower Consortiums EduCon and NYSCATE experiences

24 hours

30 hours

20 hours

2.3 Apply best practice to student learning

a. Best practices for student learningb. Apply human developmental, learning, and

motivational theories to the learning processc. Use appropriate research strategies to promote

environment for improved student achievement

- Whole brain teaching and learning trainings

- Promoting family engagement and family involvement in the learning process through family events centered upon curriculum understanding

- Highlight and discuss the work of Dr. Steve Constantino and Carol Dweck; family engagement and the growth vs. fixed mindset

15 hours

20 hours

15 hours

2.4 Design comprehensive

a. Implement well-planned professional supervision plan

b. Use observation, collaborative reflection, adult

- Guided reading support, including observations and coaching of teachers

- Comprehensive PD plan for 2014-2015 school year with Wellsville CSD

24 hours

Internship Guide/


professional growth plans

learning strategies to form professional growth plans with teachers and school personnel - Work on follow-up and professional conversation protocols for use

with faculty and staff engaged in the development of family engagement in the school/district

- Create and develop action planning documentation and tools to use with post-Eisenhower travel experience to share and discuss concepts learned and how they will be implemented in the classroom

15 hours

10 hours

Standard II: HoursInternship Experience (1): 83 hours

Internship Experience (2): 135 hours

Internship Guide/


Standard 3: An educational leader promotes the success of every student by ensuring management of the organization, operation, and resources for a safe, efficient, and effective learning environment.

ELCCFunctions


3.1 Manage the organization

a. Optimize the learning environment by applying appropriate models of organizational management

b. Develop plans of action for monitoring and assessing the management of fiscal, human and material resources

- Grade level team meetings involving discussions on data analysis, curriculum, and professional development opportunities (team meeting notes)

- Organization of Regional Scoring of State Assessments

- Grade level meetings: involving discussion on the implementation and action involved in promoting family engagement

- Monitor teachers traveling and participating in the national conferences offered through the Eisenhower Consortium, in addition to the funds and all details relative to the travel experience

15 hours

15 hours

35 hours

3.2 Manage operations

a. Evidence of planning and process development for resource allocation

b. Apply and assess current technology for school management, business procedures, and scheduling

c. Provide a safe and effective facility

- eDoctrina: review of program and presentations to administrative teams regarding the programs use for management and procedural requirements of faculty and staff

- Organization of Regional Scoring of State Assessments

- Explore the use of maker fair resources and new technologies that can help to support the implementation and quest for computer programming and coding in the classroom

- Organization of the Dad’s on Patrol program

15 hours

15 hours

20 hours3.3 Manage resources

a. Provide strategic, long range aspirational plans

b. Effective use of fiscal and human resources

- Collaborate with the OCSD Foundation to provide resources for teachers completing various grant requests

- Market and highlight those grants fulfilled and track the use of the resources on a long-range scale

- Seek and manage the allocation of funding for family engagement functions/events; seek grant opportunities for additional funding

- Manage the resources and funds distributed for use in the Eisenhower Consortium for the 2014-2015 school year

15 hours

10 hours

10 hours

Standard III: HoursInternship Experience (1): 45 hours

Internship Experience (2): 105 hours

Internship Guide/


Standard 4: An educational leader promotes the success of every student by collaborating with faculty and community members, responding to diverse community interests and needs, and mobilizing community resources.

ELCCFunctions


4.1 Collaborate with families and other community members

a. Bring together family and community resources to positively affect student learning

b. Involve families in the education of their children

e. Demonstrate the ability to collaborate with community agencies to integrate health social, and other services

- Participate in family engagement workshops/trainings- Offer support to districts in the use of parent/community nights

centered upon highlighting instruction in the Common Core- InkWell Partnership with OCSD to provide K-2 arts instruction (as a part

of the OCSD Foundation)

- Develop community and/or family engagement events to connect teachers with their students’ parents and vice versa

20 hours

30 hours

4.2 Respond to community interests and needs

b. Develop a comprehensive program of community relations and demonstrate ability to work with the media

- Participation in the marketing committee of the OCSD foundation board

- Communicate community events with both the district and the local news outlets to promote and encourage attendance

- Conduct a survey of parents to evaluate the current status of school-community relations and the level of family engagement offered by the elementary building in the community

10 hours

15 hours

4.3 Mobilize community resources

a. Use community resources including youth services to support student achievement, solve problems, and achieve school goals

- Monthly newsletters highlighting Technology Updates and information for the TCIF list serve

- Evolve Moodle pages for math curriculum modules; TCIF; etc.

- Work on the school website to make it more family-friendly and offer more support for parents looking to get involved in their child’s school

- Develop resources to share with families critical to their child’s learning and their educational experience overall

10 hours

20 hours

Standard IV: HoursInternship Experience (1): 40 hoursInternship Experience (2): 65 hours

Internship Guide/


Standard 5: An educational leader promotes the success of every student by acting with integrity, fairness, and in an ethical manner.

ELCCFunctions


5.1 Acts with integrity

a. Evidence of a process for holding faculty and staff accountable

- Meeting notes from grade level team meetings- Involvement in OCSD Foundation board- Participation in Network Team Institute trainings

- Meeting notes- Involvement on an engagement team of faculty, staff, and

administration

- Meeting notes from Eisenhower Consortium CLC

15 hours

10 hours

10 hours

5.2 Acts fairly

a. Combine impartiality, sensitivity to student diversity, and ethical considerations in interactions with others

- Reflections following professional development trainings; workshop evaluations

3 hours

3 hours

3 hours

5.3 Acts ethically

a. Evidence of values instruction, modeling, etc.b. Makes and explains decisions based on

ethical and legal principles

- Regional Scoring of State Assessments: documentation of schedule developed, decisions made, resources consulted, alignment to state and federal regulations, etc.

12 hours

Standard V: HoursInternship Experience (1): 30 hoursInternship Experience (2): 26 hours

Internship Guide/


Standard 6: An educational leader promotes the success of every student by understanding, responding to, and influencing the political, social, economic, legal, and cultural context.

ELCCFunctions


6.1 Understand the larger context

a. Act as informed consumers of educational theory and concepts and apply appropriate research methods to a school context

b. Apply understanding of larger context to develop activities and policies that benefit students and their families

- TCIF newsletters and weekly updates- Organize, administer, train, and account for 3-8 ELA and Math

assessments and 4 and 8 science assessments in the CA-region

- Newsletter articles based on the follow-through with engagement strategies and protocols in the elementary setting

- Newsletter articles highlighting participation and exploration of instructional technologies, project-based learning, and inquiry models – all made possible through the Eisenhower consortium

30 hours

10 hours

10 hours

6.2 Respond to the larger context

a. Engage students, parents, and the community in advocating the adoption of improved policies and laws

- Model Schools Improvement Plan: be proactive in assisting and implementing the suggested components of an improved Model Schools presence in our regional schools (through TCIF postings, increased collaborative offerings, etc.)

15 hours

6.3 Influence the larger context

a. Communicate with members of a school community concerning trends, issues, potential changes in the school environment and maintain ongoing dialogues with diverse community groups

- Continuation of the Model Schools Improvement Plan, with a direct focus on communicating with team members and with participants of TCIF bi-monthly meetings

- Arrange and conduct family involvement evenings and events highlighting curriculum, instructional approaches, and ultimately, family-school connectivity

10 hours

20 hours

Standard VI: HoursInternship Experience (1): 55 hoursInternship Experience (2): 40 hours

Internship Guide/


Standard 7: The internship provides significant opportunities for candidates to synthesize and apply the knowledge and practice and develop the skills identified in Standards 1-6 through substantial, sustained, standards-based work in real settings, planned and guided cooperatively by the institution and school district personnel for graduate credit.

ELCCFunctions


7.1 Substantial a. Practice and internship and experience with 200 hours (secondary level), leading into 400 hours in the elementary level

- Standards Matrix 10 hours

5 hours

5 hours

7.2 Sustained a. Candidate completes at least one project from beginning to end during the internship

- Daily logs reflecting project development and completion: Educational Leadership in the Digital Age (completing and conducting a course for local administrators on the use of social media and technology to promote engagement and leadership in schools)

- Long-Term Project: promoting family engagement strategies and a greater connectivity between faculty/staff and families in the local community

- Long-Term Project: Eisenhower Consortium 2013-2015 – a district-funded initiative offering resources and extended professional development to teachers seeking additional instructional strategies related to teaching with technology

24 hours

25 hours

25 hours

7.3 Standards-based

a. Candidate fully completes the matrix - Daily logs, with evidence of daily actions and issues that arise in districts and in work with the BOCES organization

- Complete planning matrix

10 hours

5 hours

5 hours

Internship Guide/


7.4 Real settings

a. Engagement with all stakeholders - Collection of meeting minutes, log entries, etc.-

10 hours

5 hours

5 hours

7.5 Planned and guided cooperatively

a. Site Supervisor, Intern, and University Supervisor meetings

- Meeting notes, as noted in daily logs 10 hours

5 hours

5 hours

7.6 Credit

Revised 11 Standards (9/11gkg

Internship Guide/

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