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MASL Practicum Guide

Master of Arts in School Leadership Directed Practicum Handbook

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Conceptual Framework The conceptual framework of Benedictine College’s education program, both undergraduate and graduate, is built upon the theme, “Educators as Builders of Community.” It calls for pre-service educational administrators to perceive their roles in education as developers of community. The community is within the place called school as well as outside of its walls. Within this structure, the following three overarching goals and program outcomes exist for the Master of Arts in School Leadership. Overarching Goals: 1. Graduates will be “Teachers of Teachers” who lead instructors in creating

communities in each individual learning environment. 2. Graduates will be ethical leaders who build their respective schools into unified

learning communities. 3. Graduates will actively involve members of the community outside their school

(families, businesses, outside agencies, etc.) as partners in the educational process. Program Outcomes:

A. Ensure successful communication with teachers and parents to help nurture the whole child/adolescent.

B. Demonstrate leadership by advocating, nurturing, and sustaining a school culture and instructional programs conducive to candidate learning and staff professional growth.

C. Promote success of all students by acting with integrity, fairness, and in an ethical manner that demonstrates respect for all cultures and students with exceptionalities.

D. Create a community of caring relationships that unify all educational participants in the educational process.

E. Incorporate sound research and information (including action research generated by the school community) into the perpetual process of educational improvement.

F. Promote the success of all students by understanding and influencing the larger political, social, economic, and legal institutions which impact education.

Guidelines for the MASL Professional Portfolio and Program Benchmarks The Master of Arts in School Leadership program features three (3) program benchmarks when assessments are made of a candidate’s progress toward meeting the MASL program outcomes and professional standards. Upon entrance and throughout the program, candidates submit artifacts at each benchmark to their Professional Portfolio. The Portfolio is then evaluated at each benchmark point on required knowledge, performance, and dispositions aligned with Educators as Builders of Community and professional standards. The completed professional portfolio will become the property of the Education Department with the understanding that candidates will be allowed to borrow the portfolio, or parts of the portfolio, for use in contacts with possible future employers. The Practicum experience provides the most significant section to the Professional Portfolio, Section 3. All artifacts are to be typed and divided into the following labeled subsections. Each subsection should contain the artifacts listed:

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MASL Professional Portfolio Section 1: Program Admission

a) Resume b) MAT/GRE score or MA transcript c) Undergraduate/Graduate transcript d) Builders of Community Essay (first draft) e) Summary of Recommendations (knowledge, skills, dispositions)

Section 2: Admission to the Practicum To begin the practicum, candidates must submit articles required for the second MASL Benchmark and Section #2 of their professional portfolio.

a) Evidence of a 3.25 grade point average in completed courses; b) Revision of their entrance essay on “Building Community in Schools” as a

potential educational leader; c) Candidates conduct a self-appraisal on their progress demonstrating appropriate

knowledge, skills, and dispositions. The program director, in conjunction with other MASL program faculty, also evaluates the candidate’s knowledge skills and dispositions. The candidate and program director discuss scores, any adjustments that need to be made and develop plans to do so.

Section 3: Completion of the Practicum Subsections: Introduction

a) Resume b) Demographics page from Final Cooperating Administrator Evaluation c) Final Self Evaluation d) Final College Supervisor Evaluation

Standard #1 & Program Outcomes A, E a) Welcome Back to School Letter to Faculty & Staff b) Principal Newsletter c) Assessment and School Improvement Project d) School Mission & Goals Development Plan e) Artifacts/Logged Experiences submitted for Standard #1 f) Final Practicum Evaluation, page # 1

Standard #2 & Program Outcomes B, E

a) Supervision Video & Reflection b) Curriculum Alignment Project c) Artifacts/Logged Experiences submitted for Standard #2 d) Final Practicum Evaluation, page # 2

Standard #3 & Program Outcomes D, E a) Risk Management Video b) Crisis Plan Analysis c) School Budget Analysis d) Artifacts/Logged Experiences submitted for Standard #3 e) Final Practicum Evaluation, page # 3

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Standard #4 & Program Outcomes D, F a) Case Study b) Artifacts/Logged Experiences submitted for Standard #4 c) Final Practicum Evaluation, page # 4

Standard #5 & Program Outcome C a) Leadership Credo b) Philosophy of Education and Leadership c) Artifacts/Logged Experiences submitted for Standard #5 d) Final Practicum Evaluation, page # 5

Standard #6 & Program Outcome F a) Educational Law Paper b) Artifacts/Logged Experiences submitted for Standard #6 c) Final Practicum Evaluation, page # 6

Reflection on Alternative School a) Log and reflection of 20 hours visitation at alternative school setting (see

“Visitation of Another School” below) Section 4: Program Completion

a) MASL Transcript (Evidence of a minimum 3.25 GPA) b) Builder of Community Essay (third and final draft) c) Comprehensive Exam (passing score) d) Approval of Graduate Studies e) School Leader Licensure Assessment (SLLA) scores

Purpose of the Practicum The practicum in educational administration has dual purposes. In the formative sense, the purpose of the practicum is to provide each candidate with a “real life” apprenticeship in school leadership, fostering his/her professional development through on the job” training. In the summative sense, the purpose of the practicum is to ensure that each candidate for the M.A. in School Leadership has met the standards prescribed by the KSBE, NCATE, ISLLC, and those of Benedictine College. The practicum experience and its accompanying evaluation criteria are designed to be in congruence with the conceptual framework for the Master of Arts in School Leadership Program (MASL). Practicum Requirements The practicum requires a minimum of 180 hours spread over consecutive fall, spring, summer, and fall semesters so that candidates can realize the full administrative cycle of the school year. In fulfilling the intent of this requirement, each candidate must complete no less than 30 hours during each of the semesters. The 180 hours must include the following activities: 1. Active School Experience – 160 hours

This experience should focus on developing the professional knowledge and performance standards outlined in this document.

2. Visitation of Another School – 20 hours The visitation of another school must take place at a site that is a different (i.e. elementary/secondary, culturally, ethnically, and/or socio-economically) setting than the candidate’s “home practicum” setting. NOTE: One of the school experiences must be in a setting with significant diversity. If the home practicum setting has not been such an environment, the second school

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must fulfill the criteria. The alternative school must be approved by the program director.

3. On-Campus Seminar – 9 hours The first seminar will focus on explanation of expectations and requirements for the practicum. The second seminar focuses on the organization and administration of the various schools, cohort discussions of each member’s practicum experiences, and on how these experiences relate to various standards and program outcomes. The final seminar focuses on a reflection of the practicum and the creation of a Professional Development Plan for continuing to enhance required proficiencies.

The practicum experience will include a minimum of three on-site visits by the college supervisor with the candidate and practicum cooperating administrator. The initial visit is to determine the acceptability of the school site and cooperative administrator, and to set up the practicum requirements. The second on-site visit is to conduct the midterm evaluation conference, and the last on-site visit to conduct the final evaluation conference. Time spent by the MASL candidate during these visits may not be counted for the purposes of meeting the 180-hour requirement. Professional Competency Areas/Performances of Administrative Effectiveness The practicum experience will include activities that focus on developing the professional competencies of each MASL candidate. These criteria were developed from the Mission Statement of Benedictine College, the Conceptual Framework of the Education Department, and the standards presented in the following documents: 1) “Certification and Teacher Education Regulations” for the State of Kansas 91-1-203), 2) “Standards for School Leaders” developed by the Interstate School Leaders License Consortium (11/2/96), and 3) NCATE’s “Standards, Procedures, and Policies for the Accreditation of Professional Education Units.” Professional Knowledge and Performance Competency Areas (See Appendix A: Kansas Standards) Evaluation of the Practicum in Educational Administration MASL candidates will receive mid-term and final evaluations for the practicum experience from their cooperating administrators. Candidates will also be evaluated at least twice by the college supervisor during on-site visits to their school. In addition, the college supervisor and director of the MASL program will evaluate each candidate’s Section 3 Practicum Completion submission to the Professional Portfolio. Graduate candidates will participate in the evaluation process by providing their own written reflective self-evaluations to both the cooperating administrator and the college supervisor. The practicum experiences may be terminated prior to completion for candidates failing to perform at a satisfactory level in knowledge, skills, or dispositions. The grade for the practicum experiences will be determined by the college supervisor in conjunction with the cooperating administrator.

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Practicum Requirements Candidates are required to provide the following documentation for each section Professional Portfolio:

1. A Practicum Log - The candidate must provide a log, documenting experiences in each of the six standards-based professional competency areas, with 25-45 hours in each area (see sample log entry on page 5). Candidates may also include supporting artifacts with log sheets. Appropriate itemsmight be the school handbook, schedules upon which the candidate has worked, information compiled by the candidate for the school profile, school-community communications written by the candidate, etc. Candidates must also include a one page summary and reflection with the documentation of the visitation to an alternate school.

2. Practicum Evaluations - from the Cooperating Administrator, College

Supervisor, and Candidate. Practicum Log Entry (example) Professional Competency Area: Standard #3: School Budget Date: 10/2/01 Times 3:30 – 5:00PM Number of Hours 1.5 Description of Activity (include supporting documentation in Section 4) Reviewed budget allocations for the building with princpal. This review included a description of how the individual buildings and the district develop an annual budget, the operational guidelines to expend funds, the accounting system used to track funds, and the inventory system for school equipment and supplies. A copy of the building inventory and the budget was provided for my examination as well as examples of all the forms used in the purchasing process. I have been assigned the responsibility of keeping an adequate supply of xerox paper and general supplies for use by the faculty and developing a system to track the use of the materials. Cooperating Administrator Date

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Professional Competency Standards The professional standards and dispositions provide a framework around which the hours of the administrative practicum are to be structured. Each candidate must participate in experiences, as equally as possible, in each of the six professional competency areas. The expectation is that candidates will log at least 25 hours in each area. Examples of Activities for Professional Competency Areas The list of activities shown below in italics is not intended to be prescriptive, but rather to provide examples of activities used in the past for satisfying practicum requirements. Standard 1: Facilitating the development, articulation, implementation and stewardship of a vision of learning that is shared and supported by the school and community (including school-community communications and the collection/analysis of statistical data related to achieving school goals)

Examples: Memos written to community organizations, PTA/PTO activities, administrative activities at parent-teacher conferences, monitoring of use by community organizations of school facilities, work done in the preparation of reports required by the state QPA/North Central reports in demonstrating progress in achieving school goals, analysis of assessment results, general work in improving the school as a whole, etc.

Standard 2: Advocating, nurturing, and sustaining a building climate and instructional programs conducive to student learning and staff professional growth.

Examples: Presentation or preparation of in-service instruction, interviewing and hiring of paraprofessionals or teachers, evaluation or mock-evaluation of paraprofessional or teachers, observation or mock observation of classroom instruction, initial orientation of paraprofessionals or teachers, administrative participation in special education staffings, scheduling for special education services, analysis or special education candidate/minority candidate performance on assessments, work in using educational technology for student and faculty growth and development, etc.

Standard 3: Ensuring management of the organization, operations, and resources for a safe, efficient, and effective learning environment.

Examples: Work with building budgets, district budgets, activity budgets, management of school funds, supervision of custodians, school maintenance projects, preparation of bus schedules, where applicable licensing/supervision of bus drivers, transportation schedules, school crisis plan revision/implementation, preparation of school handbooks, implementation of district policies, in-services or other activities related to acquainting faculty and staff with existing or new laws related to school, or administrative dealings with legal situations, etc.

Standard 4: Collaborating with families and community members, responding to diverse community needs and interests, and mobilizing community resources.

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Examples: Organization of fund-raising activities, school business partnerships, work with families from diverse backgrounds, work with IDEA and Section 504 plans, etc.

Standard 5: Acting with integrity, fairness, and in an ethical manner. Examples: Work that demonstrates a professional code of ethics, working with school diversity issues, working with office referrals, administrative supervision of students at school functions (assemblies, lunchroom or extracurricular activities), work on school discipline plans, etc.

Standard 6: Understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context.

Examples: Work that demonstrates the ability to relate to all members of the school community, organization of cultural festivals, representing the administration at co-curricular events, and community activities, reports made to the school community on changing trends and issues in the school environment, etc.

Guidelines for Visitation of Another School Visitation of another school must take place at a different educational level (secondary or elementary), cultural, ethnic, and socio-economic setting than the “home school” at which the majority of the practicum is completed. This provides the opportunity to broaden the preparation of the future administrator through experience with other cultures, and to explore the impact of the setting on the role of the building leader. A log page for the experience should indicate the name of the school and the district, date and time, as well as the demographic description. A brief, typed description of the visitation experience should be provided and any supporting documentation attached. The log page should be reviewed and signed by the building administrator of the school. A reflection paper is to be written by the candidate in the days following the visitation. Components of this paper need to include the following:

1. How is the cultural/ethnic/socio-economic setting of this school different than the “home school” for your practicum experience (include in this a description of the community in which the school is located, and the cultural/ethnic make-up of the candidate body).

2. What specific programs does the school have for meeting the different needs of these students?

3. Compare and contrast the organization and administration of this school with that of your “home school,”

4. How would work in this cultural setting alter the competencies/skills required to be successful as an educational administrator?, and

5. How well do you think you would perform as a school leader in this setting?

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Alternative Practicum School Site Visitation Log

Name of School District Demographic Information:

a) Cultural demographics b) Ethnic demographics

c) SES demographics

d) Special Education demographics

Date Time Description of Visitation (attach supporting documentation) Signature of Building Administrator Date

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MASL Midterm Practicum Evaluation (Completed by Cooperating Principal)

MASL Candidate Cooperating Principal School Demographic Information

a) Cultural demographics urban rural ___suburban other (please explain)

b) Ethnic demographics

Percent Caucasian Percent Ethnic Minority other (please explain)

c) SES demographics

Percent qualified for free/reduced lunch

other (please explain)

d) Special Education demographics Percent of students receiving special services

other (please explain)

City State Date

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For each of the following standards, indicate the level at which the MASL Candidate has displayed competency during the practicum. (Note: It is not required that each knowledge and performance indicator to be addressed. Providing evidence of addressing several of the knowledge and several of the performance indicators is sufficient).

4 = highly competent 3 = competent 2 = in progress 1= undeveloped

Professional Competencies

Standard 1: Facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school community. The Candidate has demonstrated competencies in the following types of knowledge and performances. Knowledge 1. The candidate has an understanding of effective communication skills; 2. The candidate has an understanding of information sources, data collection, and analysis strategies. 3. The candidate has an understanding of effective consensus-building and negotiations skills; 4. The candidate has an understanding of the principles of developing and implementing a school improvement plan; Performance 1. The candidate promotes the vision of the board of education. 2. The candidate leads faculty and staff in developing the building mission and goals. 3. The candidate leads faculty and staff in implementing the building mission. 4. The candidate utilizes research, data, and effective teaching strategies to increase student learning for regular education and exceptional children and youth. 5. The candidate communicates effectively with multiple publics. Overall Knowledge Score _________ Overall Performance Score Comments:

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Standard 2: Advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth. The Candidate has demonstrated competencies in the following types of knowledge and performances Knowledge 1. The candidate understands principles of effective instruction for regular education students and students with exceptionalities; 2. The candidate understands diversity and its meaning for instructional programs; 3. The candidate understands adult learning and results-based professional development models 4. The candidate understands the role of technology in promoting student learning and staff professional growth; 5. The candidate understands the principles of instructional strategies and curriculum development for exceptional children. Performance 1. The candidate designs results based professional growth activities aligned with curriculum and designed to increase student achievement; 2. The candidate integrates instructional programs designed to meet the needs of exceptional students within the general school setting; 3. The candidate implements technology into the instructional program for regular education students and exceptional children and youth; 4. The candidate utilizes technology for effective student management practices. Overall Knowledge Score _________ Overall Performance Score Comments:

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Standard 3: Ensuring management of the organization, operations, and resources for a safe, efficient, and effective learning environment. The Intern demonstrates the ability to ensure that the school is operated safely, efficiently, and effectively while using technology to enhance education and management of programs. Knowledge 1. The candidate understands human resource management and laws pertaining to certified and classified staff; 2. The candidate understands school finance at the building level; 3. The candidate understands principles, issues, and laws relating to school facilities and use of space; 4. The candidate understands principles and issues relating to school safety. Performance 1. The candidate develops and utilizes appropriate human resource procedures; 2. The candidate develops a school budget incorporating general fund expenditures and special education expenditures; 3. The candidate uses knowledge of facilities and staff to promote effective instruction; 4. The candidate demonstrates knowledge of school safety, including crisis intervention, through the use of effective problem solving skills. Overall Knowledge Score _________ Overall Performance Score Comments:

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Standard 4: Collaborating with families and community members, responding to diverse community interests and needs, and mobilizing community resources. The Intern demonstrates the ability to communicate effectively with all persons using consensus building, and conflict resolution skills while addressing the needs of a diverse population in developing educational programs. Knowledge 1. The candidate has knowledge of issues and trends that potentially impact the school community; 2. The candidate has knowledge of community resources; 3. The candidate has knowledge of successful models of business and school partnerships; 4. The candidate has an understanding of federal and state laws that apply to students with exceptionalities. Performance 1. The candidate maintains a high visibility and presence in the school community; 2. The candidate participates in activities to foster communication among the various school publics; 3. The candidate facilitates the implementation of business and school partnerships; 4. The candidate implements IDEA and Section 504 to meet the needs of students identified as in need of special education supports and services. Overall Knowledge Score _________ Overall Performance Score Comments:

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Standard 5: Acting with integrity, fairness, and in an ethical manner. The Intern demonstrates the ability to model professional integrity, fairness, and ethics in all professional relationships while protecting the rights and confidentiality of students and staff. All persons are treated fairly, equitably, and with dignity. Knowledge 1. The candidate has knowledge of the role of education and leadership in a modern society; 2. The candidate has knowledge of and values the diverse school community; 3. The candidate understands professional codes of ethics; 4. The candidate has knowledge of the philosophy and history of education. Performance 1. The candidate practices a personal and professional code of ethics; 2. The candidate demonstrates values, beliefs, and attitudes that inspire others to higher levels of performance; 3. The candidate accepts responsibility for school operations; 4. The candidate applies laws and procedures fairly and accurately; 5. The candidate treats people fairly, equitably, and with dignity and respect; 6. The candidate protects the rights, confidentiality, and privacy of records for students and staff. Overall Knowledge Score _________ Overall Performance Score Comments:

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Standard 6: Understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context. The Intern demonstrates the ability to establish a dialog with and influence all stakeholders who impact the school community. Knowledge 1. The candidate understands the political, social, economic, and cultural context of the school community; 2. The candidate understands the importance of diversity and equity in a democratic society. Performance 1. The candidate demonstrates the ability to work with all the members of the school community; 2. The candidate demonstrates the ability to address trends, issues, and changes occurring in the school environment; 3. The candidate maintains an ongoing dialogue with diverse populations in the school community; 4. The candidate maintains a visible presence in the school community. Overall Knowledge Score _________ Overall Performance Score Comments:

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Professional Dispositions

Dispositions may be defined as the values, commitments, and professional ethics that influence behaviors toward students, families, colleagues, and communities and affect students’, teachers’, and staff members’ learning, motivation, and development, as well as a school leader’s own professional growth. MASL Candidates at Benedictine College are expected to demonstrate that they are “Professionally Responsible Builders of Community.” Indicators of Professional Responsibility are:

a) fulfilling commitments in a reliable and satisfactory manner, b) respecting and supporting all members of the school community, c) respecting confidential information, d) accepting constructive feedback, e) displaying a positive and enthusiastic attitude about becoming a building principal, f) demonstrating the belief that all students are valuable and all students can learn*, g) demonstrating equitable interactions with all students*, h) seeking opportunities to grow professionally.

*To successfully demonstrate Professional Responsibilities Indicators “f” and “g,” candidates must show through their words and actions that they value the cultural heritage of all students and that they value the opportunity to instruct students with exceptionalities. Indicators of Community Building include:

a) establishing positive relationships with students, faculty, staff, parents, and community members, b) demonstrating the desire to help others, c) demonstrating the willingness to put others’ needs before your own, d) participation in service activities that contribute to the good of the community, e) supporting instructional strategies/ activities that involve students in contributing to the good of

the classroom community, the larger school community, and the geographical community.

Unacceptable The candidate fails to

adequately demonstrate either professional responsibility or

community building.

Acceptable The candidate acceptably

demonstrates both professional responsibility and community

building.

Distinguished The candidate demonstrates

exemplary professional responsibility and community

building. 0 .25 .5 .75 1 1.25 1.5 1.75 2 2.25 2.5 2.75 3

(please circle a number along the line indicating a score) Overall Areas of Strength for Candidate: Overall Areas of Growth/Improvement for Candidate: (Cooperating Principal) (Date)

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MASL Midterm Practicum Evaluation

Reflective Self-Assessment (To Be Filled Out By MASL Candidate) My Areas of Strength: My Areas for Growth/Improvement My Initiatives for the Remainder of the Practicum (MASL Candidate) (Date)

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MASL Final Practicum Evaluation (Completed by Cooperating Principal)

MASL Candidate Cooperating Principal School Demographic Information 1. Cultural demographics

urban rural ___suburban other (please explain)

e) Ethnic demographics

Percent Caucasian Percent Ethnic Minority other (please explain)

f) SES demographics

Percent qualified for free/reduced lunch

other (please explain)

g) Special Education demographics Percent of students receiving special services

other (please explain)

City State Date

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Professional Competencies

For each of the following standards, indicate the level at which the MASL Candidate has displayed competency during the practicum. (Note: It is not required that each knowledge and performance indicator to be addressed. Providing evidence of addressing several of the knowledge and several of the performance indicators is sufficient).

4 = highly competent 3 = competent 2 = in progress 1 = undeveloped Standard 1: Facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school community. The Candidate has demonstrated competencies in the following types of knowledge and performances. Knowledge 1. The candidate has an understanding of effective communication skills; 2. The candidate has an understanding of information sources, data collection, and analysis strategies. 3. The candidate has an understanding of effective consensus-building and negotiations skills; 4. The candidate has an understanding of the principles of developing and implementing a school improvement plan; Performance 1. The candidate promotes the vision of the board of education. 2. The candidate leads faculty and staff in developing the building mission and goals. 3. The candidate leads faculty and staff in implementing the building mission. 4. The candidate utilizes research, data, and effective teaching strategies to increase student learning for regular education and exceptional children and youth. 5. The candidate communicates effectively with multiple publics. Overall Knowledge Score _________ Overall Performance Score Comments:

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Standard 2: Advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth. The Candidate has demonstrated competencies in the following types of knowledge and performances Knowledge 1. The candidate understands principles of effective instruction for regular education students and students with exceptionalities; 2. The candidate understands diversity and its meaning for instructional programs; 3. The candidate understands adult learning and results-based professional development models; 4. The candidate understands the role of technology in promoting student learning and staff professional growth; 5. The candidate understands the principles of instructional strategies and curriculum development for exceptional children. Performance 1. The candidate designs results based professional growth activities aligned with curriculum and designed to increase student achievement; 2. The candidate integrates instructional programs designed to meet the needs of exceptional students within the general school setting; 3. The candidate implements technology into the instructional program for regular education students and exceptional children and youth; 4. The candidate utilizes technology for effective student management practices. Overall Knowledge Score _________ Overall Performance Score Comments:

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Standard 3: Ensuring management of the organization, operations, and resources for a safe, efficient, and effective learning environment. The Intern demonstrates the ability to ensure that the school is operated safely, efficiently, and effectively while using technology to enhance education and management of programs. Knowledge 1. The candidate understands human resource management and laws pertaining to certified and classified staff; 2. The candidate understands school finance at the building level; 3. The candidate understands principles, issues, and laws relating to school facilities and use of space; 4. The candidate understands principles and issues relating to school safety. Performance 1. The candidate develops and utilizes appropriate human resource procedures; 2. The candidate develops a school budget incorporating general fund expenditures and special education expenditures; 3. The candidate uses knowledge of facilities and staff to promote effective instruction; 4. The candidate demonstrates knowledge of school safety, including crisis intervention, through the use of effective problem solving skills. Overall Knowledge Score _________ Overall Performance Score Comments:

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Standard 4: Collaborating with families and community members, responding to diverse community interests and needs, and mobilizing community resources. The Intern demonstrates the ability to communicate effectively with all persons using consensus building, and conflict resolution skills while addressing the needs of a diverse population in developing educational programs. Knowledge 1. The candidate has knowledge of issues and trends that potentially impact the school community; 2. The candidate has knowledge of community resources; 3. The candidate has knowledge of successful models of business and school partnerships; 4. The candidate has an understanding of federal and state laws that apply to students with exceptionalities. Performance 1. The candidate maintains a high visibility and presence in the school community; 2. The candidate participates in activities to foster communication among the various school publics; 3. The candidate facilitates the implementation of business and school partnerships; 4. The candidate implements IDEA and Section 504 to meet the needs of students identified as in need of special education supports and services. Overall Knowledge Score _________ Overall Performance Score Comments:

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Standard 5: Acting with integrity, fairness, and in an ethical manner. The Intern demonstrates the ability to model professional integrity, fairness, and ethics in all professional relationships while protecting the rights and confidentiality of students and staff. All persons are treated fairly, equitably, and with dignity. Knowledge 1. The candidate has knowledge of the role of education and leadership in a modern society; 2. The candidate has knowledge of and values the diverse school community; 3. The candidate understands professional codes of ethics; 4. The candidate has knowledge of the philosophy and history of education. Performance 1. The candidate practices a personal and professional code of ethics; 2. The candidate demonstrates values, beliefs, and attitudes that inspire others to higher levels of performance; 3. The candidate accepts responsibility for school operations; 4. The candidate applies laws and procedures fairly and accurately; 5. The candidate treats people fairly, equitably, and with dignity and respect; 6. The candidate protects the rights, confidentiality, and privacy of records for students and staff. Overall Knowledge Score _________ Overall Performance Score Comments:

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Standard 6: Understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context. The Intern demonstrates the ability to establish a dialog with and influence all stakeholders who impact the school community. Knowledge 1. The candidate understands the political, social, economic, and cultural context of the school community; 2. The candidate understands the importance of diversity and equity in a democratic society. Performance 1. The candidate demonstrates the ability to work with all the members of the school community; 2. The candidate demonstrates the ability to address trends, issues, and changes occurring in the school environment; 3. The candidate maintains an ongoing dialogue with diverse populations in the school community; 4. The candidate maintains a visible presence in the school community. Overall Knowledge Score _________ Overall Performance Score Comments:

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Professional Dispositions

Dispositions may be defined as the values, commitments, and professional ethics that influence behaviors toward students, families, colleagues, and communities and affect students’, teachers’, and staff members’ learning, motivation, and development, as well as a school leader’s own professional growth. MASL Candidates at Benedictine College are expected to demonstrate that they are “Professionally Responsible Builders of Community.” Indicators of Professional Responsibility are:

a) fulfilling commitments in a reliable and satisfactory manner, b) respecting and supporting all members of the school community, c) respecting confidential information, d) accepting constructive feedback, e) displaying a positive and enthusiastic attitude about becoming a building principal, f) demonstrating the belief that all students are valuable and all students can learn*, g) demonstrating equitable interactions with all students*, h) seeking opportunities to grow professionally.

*To successfully demonstrate Professional Responsibilities Indicators “f” and “g,” candidates must show through their words and actions that they value the cultural heritage of all students and that they value the opportunity to instruct students with exceptionalities. Indicators of Community Building include:

a) establishing positive relationships with students, faculty, staff, parents, and community members, b) demonstrating the desire to help others, c) demonstrating the willingness to put others’ needs before your own, d) participation in service activities that contribute to the good of the community, e) supporting instructional strategies/ activities that involve students in contributing to the good of

the classroom community, the larger school community, and the geographical community.

Unacceptable The candidate fails to

adequately demonstrate either professional responsibility or

community building.

Acceptable The candidate acceptably

demonstrates both professional responsibility and community

building.

Distinguished The candidate demonstrates

exemplary professional responsibility and community

building. 0 .25 .5 .75 1 1.25 1.5 1.75 2 2.25 2.5 2.75 3

(please circle a number along the line indicating a score) Overall Areas of Strength for Candidate: Overall Areas of Growth/Improvement for Candidate: (Cooperating Principal) (Date)

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MASL Final Practicum Evaluation

Reflective Self-Assessment (To Be Filled Out By MASL Candidate) My Areas of Strength: My Areas for Growth/Improvement (MASL Candidate) (Date)