Only field experiences that are part of an approved PDP can be banked. Field experiences completed as a part of coursework may not be banked. A maximum of 50 hours may be banked. Banking only counts for Internship I, unless special conditions apply and are approved in writing by the instructor. Mentors and Supervisor: Candidates beginning the program (not the internship) in the summer of 2016 and from that point forward are required to work with the district and university to identify a mentor during the first semester in the program. This person should be a building administrator, ideally a principal. When beginning the internship, candidates will work with the district and university to identify two people to serve as co-mentors. One of these mentors may be the mentor chosen at the beginning of the program. One of the mentors must be in the candidate’s school/building. One of the mentors must meet the criteria for being a Highly Qualified Mentor (criteria contained in the MOU). When candidates begin their internships, they will be assigned a Supervisor/Instructor from Clemson University (this should be the person who is teaching the course). The Supervisor will work with each candidate to develop or refine and coordinate the Professional Development Plan to meet with his/her mentors, to conduct building walk-throughs with the candidate, and to provide ongoing feedback to the candidate in response to the candidate’s submitted and observed work. The supervisor will also schedule and coordinate routine meetings of all intern candidates as appropriate. Internship Professional Development Plan: Within the first three weeks of each of the two internships, the candidate will submit an internship professional development plan (PDP) to the internship supervisor. See page 30 for specifics. Appendix 1: List of Required and Also Other Possible Field Experiences for Plan Follows on the Next Page; Others Ideas Available Through Performance Listings for each ELCC standard (knowledge and skills) of this syllabus as well as noted in Principal Evaluation Instrument (PAEDPT). Candidates are encouraged to work with mentor
a) Discuss with the principal his/her role in managing/supervising the school’s food services operation. b) Discuss with the cafeteria manager the principal’s role in managing/supervising the school’s food services operation. c) Write a summary comparison, highlighting similarities and differences. F16 Get subs: Obtain substitute teachers for a designated period of time OR review system for obtaining subs in your school OR greet and direct subs upon their arrival at school. Intern 1 hour F17 Safe-T: Work with the district office to design and or participate in an induction support program for beginning teachers. Include Safe-T Training. Intern 10 hours F18 School grading policy: Work with an administrator to develop a thorough working knowledge of the school grading policy, its origins, purpose, and implementation. This would be an appropriate activity for both the main and the diverse placement. 7400 or Intern 3 hours F19 Custodial schedule: Review the effectiveness of the school’s custodial schedule and discuss with the principal Intern 2 hours Optional Field Experience Possibilities O1 Guidance observation: Observe a small group or individual guidance session provided by the school's guidance counselor. Intern 1 Hour O2 Health document review: Review the school's health, safety, and first aid programs to determine the comprehensiveness of written documents. Intern 2 hours
Content Knowledge Evidence of candidate knowledge of ♦the design and use of assessment data for learning; ♦organizational effectiveness and learning strategies; ♦tactical and strategic program planning; ♦implementation and evaluation of school improvement processes; ♦variables that affect student achievement. Professional Leadership Skills Evidence that candidates demonstrate skills required to ♦ develop and use research strategies and strategic planning processes; ♦ create school-based strategic and tactical goals; ♦ collaboratively develop implementation plans to achieve those goals; ♦ develop a school improvement plan that aligns to district improvement plans. ELCC Standard Element 1.3: Candidates understand and can promote continual and sustainable school improvement. Content Knowledge Evidence of candidate knowledge of ♦ continual and sustained improvement models and processes; ♦ school change processes for continual and sustainable improvement; ♦ role of professional learning in continual and sustainable school improvement. Professional Leadership Skills Evidence that candidates demonstrate skills required to ♦ identify strategies or practices to build organizational capacity that promote continuous and sustainable school improvement; ♦ design a transformational change plan at the ♦ design a comprehensive, building-level professional development program. ELCC Standard Element 1.4: Candidates understand and can evaluate school progress and revise school plans supported by school stakeholders.
Content Knowledge Evidence of candidate knowledge of ♦ theories on human development behavior, personalized learning environment, and motivation; ♦ school culture and ways it can be influenced to ensure student success. Professional Leadership Skills Evidence that candidates demonstrate skills required to ♦ collaborate with others to accomplish school improvement goals; ♦ incorporate cultural competence in development of programs, curriculum, and instructional practices; ♦ monitor school programs and activities to ensure personalized learning opportunities; ♦ recognize, celebrate, and incorporate diversity in programs, curriculum, and instructional practices; ♦ facilitate the use of appropriate content- based learning materials and learning strategies; ♦ promote trust, equity, fairness, and respect among students, parents, and school staff. ELCC Standard Element 2.2: Candidates understand and can create and evaluate a comprehensive, rigorous, and coherent curricular and instructional school program. Content Knowledge Evidence of candidate knowledge of ♦curriculum development and instructional delivery theories; Professional Leadership Skills Evidence that candidates demonstrate skills required to ♦ collaborate with faculty to plan, implement, and evaluate a
♦measures of teacher performance; ♦multiple methods of evaluation, accountability systems, data collection, and analysis of evidence; ♦school technology and information systems to support and monitor student learning. coordinated, aligned, and articulated curriculum; ♦ use evidence-centered research in making curricular and instructional decisions; ♦ interpret information and communicate progress toward achievement; ♦ design evaluation systems and make school plans based on multiple measures of teacher performance and student outcomes, and provide feedback based on evidence. ELCC Standard Element 2.3: Candidates understand and can develop and supervise the instructional and leadership capacity of school staff. Content Knowledge Evidence of candidate knowledge of ♦ high-quality professional development for school staff and leaders; ♦ instructional leadership practices; ♦ leadership theory, change processes, and evaluation; ♦ standards for teacher, principal, and district practice. Professional Leadership Skills Evidence that candidates demonstrate skills required to ♦ work collaboratively with school staff to improve teaching and learning; ♦ design the use of differentiated instructional strategies, curriculum materials, and technologies to maximize high-quality instruction; ♦ design professional growth plans to increase the capacity of school staff and leaders that reflect national professional development standards. ELCC Standard Element 2.4: Candidates understand and can promote the most effective and appropriate technologies to support teaching and learning in a school-level environment. quality