Analysis of available fiscal and human resources Project Three: Management of Resources and Operations Analyze current resources available to the school r

Analysis of available fiscal and human resources Project Three: Management of Resources and Operations

Analyze current resources available to the school related to fiscal and human resources, facilities, and

communications. Participate in meetings with administration and staff for assessing needs using existing data

and research. Develop short- and long-term strategies (2-3 each) for addressing current and future resource,

facilities, and communication needs. Identify roles/responsibilities for each project/goal and identify major steps

and action items for planning, implementing, and monitoring each strategy. (3.1, 3.2, 4.1) Final Evaluation of Intern by Mentor and University Supervisor
This evaluation of the intern is to be completed by the mentor and by the University supervisor at the
conclusion of the internship. Interns will complete several projects and activities during the internship. The
four projects are required; the first two should be completed by the mid-term of the internship (Internship
Course B) and the remaining two by the end of the internship (Internship C).
For each item, rate the intern’s skills or performance based on a scale of 1 through 3. Interns must earn
at least a meets expectations on each project. The grade will be based on 50 points, and interns who
achieve at least a 2 (meets expectations) or a 3 (exceeds expectations) for each project will
receive all 50 points.
(1)
Does Not Meet: The administrative intern is working at a fundamental level, without an
understanding of underlying knowledge, skills, and dispositions required for an effective principal;
this person is below the licensing standard of “do no harm.”
(2)
Meets: The administrative intern is considered to be “capable”; understands the underlying
knowledge, skills, and dispositions required for an effective principal and consistently implements
them well.
(3)
Exceeds: The administrative intern functions at a higher level and has full understanding
of underlying knowledge, skills, and dispositions required for an effective principal is apparent.
Note: You may print this form for documentation purposes; however, the actual final evaluation must be
completed in TaskStream.
Project Three: Management of Resources and Operations
Analyze current resources available to the school related to fiscal and human resources, facilities, and
communications. Participate in meetings with administration and staff for assessing needs using existing data
and research. Develop short- and long-term strategies (2-3 each) for addressing current and future resource,
facilities, and communication needs. Identify roles/responsibilities for each project/goal and identify major steps
and action items for planning, implementing, and monitoring each strategy. (3.1, 3.2, 4.1)
1 Does Not Meet
2 Meets
Intern does not complete
Project 3.
Intern analyzes current
resources and demonstrates
ability to use research and
data driven decision-making
regarding resource equity,
efficiency, and effectiveness
(3.1).
OR
Intern inadequately
analyzes current
resources and
demonstrates minimal
ability to use research
and data driven
decision-making
regarding resource
equity, efficiency, and
effectiveness (3.1).
Intern minimally
participates in assessing
needs with
administration and staff
and demonstrates
minimal ability to involve
staff in setting priorities
(3.1, 3.2, 4.1).
Intern demonstrates
minimal ability to use
problem-solving skills
and knowledge of
strategic planning to
develop short- and longterm strategies for
addressing resource
needs (3.1, 4.1).
Intern demonstrates
minimal ability to
develop plans of action
(3.1).
Intern demonstrates
minimal ability to identify
and seek new resources
(3.1, 4.1).
Intern demonstrates
minimal ability to plan
project goals and action
steps (3.1, 4.1).
Intern participates in
assessing needs with
administration and staff and
demonstrates ability to
involve staff in setting
priorities (3.1, 3.2, 4.1).
Intern demonstrates ability to
use problem-solving skills
and knowledge of strategic
planning to develop shortand long-term strategies for
addressing resource needs
(3.1, 4.1).
Intern develops 2-3 shortand long-term strategies for
addressing resource,
facilities, and communication
needs (3.1, 4.1).
3 Exceeds
Intern conducts a
comprehensive analysis
of current resources and
demonstrates ability to
use research and data
driven decision-making
regarding resource
equity, efficiency, and
effectiveness (3.1).
Intern participates in
assessing needs with
administration and staff
and demonstrates ability
to involve staff in setting
priorities (3.1, 3.2, 4.1).
Intern demonstrates
comprehensive ability to
use problem-solving skills
and knowledge of
strategic planning to
develop short- and longterm strategies for
addressing resource
needs (3.1, 4.1).
Intern demonstrates ability to
identify and seek new
resources (3.1, 4.1).
Intern develops more
than 2-3 short- and longterm strategies for
addressing resource,
facilities, and
communication needs
(3.1, 4.1).
Intern demonstrates ability to
plan project goals and action
steps (3.1, 4.1).
Intern demonstrates
ability to develop plans of
action (3.1).
Intern demonstrates ability to
develop plans of action (3.1).
Intern demonstrates
ability to identify and seek
new resources (3.1, 4.1).
Intern demonstrates
ability to plan project
goals and action steps
(3.1, 4.1).
Score
Project Four: Community Relations Plan
Assess parental/community involvement in the school using interviews or focus groups with administrative staff,
teachers, parents, and community members. Use the interviews/focus groups to determine current levels of
parent/community involvement, strengths and weaknesses of existing partnerships, and ways to improve and
expand these partnerships. Develop a new or revise an existing community relations plan based on the results
of interviews/focus groups. Include the following in the plan:
1. Results from parental and community involvement assessment, including qualitative and/or quantitative
data
2. List of existing partnerships at the school. Include a description of the partnership (e.g., parent program,
business, or non-profit organization); its role with the school and services it provides; contact information;
and how the partnership supports the school vision, mission, and goals.
3. Three goals related to increasing parent and community involvement in the school
4. At least one strategy to increase parent and community involvement for each goal including, specific
strategies, timelines, resources needed, and roles and responsibilities for implementation with appropriate
use of public funds and resources. (4.1, 4.2, 4.3, 4.4, 6.2)
1 Does Not Meet
2 Meets
3 Exceeds
Intern does not complete
Project 4.
OR
Intern demonstrates
minimal ability to assess
parental/community
involvement through
interviews or focus groups
(4.1, 4.3, 4.4).
Intern inadequately
incorporates feedback from
assessment to
develop/revise community
relations plan (4.1, 4.3,
4.4).
Intern’s plan includes only
minimal information related
to assessment results and
partnerships (4.1, 4.3, 4.4).
Intern’s plan includes only
minimal information about
appropriate use of public
resources and funds (4.2).
Intern’s plan includes only
minimal goals and
strategies or is missing
elements of the plan as
outlined in the project
description to understand
the larger context (6.2).
Intern demonstrates ability
to assess
parental/community
involvement through
interviews or focus groups
(4.1, 4.3, 4.4).
Intern incorporates
feedback from assessment
to develop/revise
community relations plan
(4.1, 4.3, 4.4).
Intern’s plan includes
required information with
assessment results and
partnerships (4.1, 4.3, 4.4).
Intern’s plan includes
information about
appropriate use of public
resources and funds (4.2).
Intern’s plan includes three
goals, and at least one
strategy per goal as
outlined in the project
description to understand
the larger context (6.2).
Intern demonstrates
exceptional ability to
assess
parental/community
involvement through
interviews or focus
groups (4.1, 4.3, 4.4).
Intern incorporates
feedback from
assessment to
develop/revise
community relations plan
(4.1, 4.3, 4.4).
Intern’s plan includes
required information with
assessment results and
partnerships (4.1, 4.3,
4.4).
Intern’s plan includes
information about
appropriate use of public
resources and funds
(4.2).
Intern’s plan includes
more than three goals,
and multiple strategies
per goal as outlined in the
project description to
understand the larger
context (6.2).
Score
Intern Learning Plan
The Intern Learning Plan is provided to the intern, his/her mentor, and university supervisor to assist in developing a program that will offer the intern the
opportunity to observe, participate, and/or lead during the internship. The intern and mentor should review the Intern Learning Plan prior to the internship and
regularly thereafter to ensure that the intern has been exposed to and participated in the many responsibilities and facets of school administration. It is the
intern’s responsibility to actively participate and develop leadership skills in all areas to meet the internship requirements. The intern will post the final Intern
Learning Plan to his/her digital portfolio in ADMIN/591C. The Educational Leadership Constituent Council (ELCC) Standards and elements below are from
NCATE.org, Standards for Advanced Programs in Educational Leadership, Copyright 2011 by National Policy Board for Educational Administration.
Describe the level of practice for each area and the types of activities for each area. Use the following coding system for noting your level of practice:
O = Observing; P = Participating; L = Leading
Standards and Elements
Description of Activity(ies) to
Address the Standard (including dates)
(O)
(P)
(L)
Total
Number
of
Hours
for
Activity
Standard 1.0: A building-level education leader applies knowledge that promotes the success of every student by collaboratively facilitating the
development, articulation, implementation, and stewardship of a shared school vision of learning through the collection and use of data to identify
school goals, assess organizational effectiveness, and implement school plans to achieve school goals; promotion of continual and sustainable
school improvement; and evaluation of school progress and revision of school plans supported by school-based stakeholders.
1.1 Candidates understand and can collaboratively develop,
articulate, implement, and steward a shared vision of
learning for a school.
1.2 Candidates understand and can collect and use data to
identify school goals, assess organizational effectiveness,
and implement plans to achieve school goals.
1.3 Candidates understand and can promote continual and
sustainable school improvement.
1.4 Candidates understand and can evaluate school progress
and revise school plans supported by school stakeholders.
University of Phoenix, College of Education
Administrative Internship Handbook – 2015
8
Standards and Elements
Description of Activity(ies) to
Address the Standard (including dates)
(O)
(P)
(L)
Total
Number
of
Hours
for
Activity
Standard 2.0 A building-level education leader applies knowledge that promotes the success of every student by sustaining a school culture and
instructional program conducive to student learning through collaboration, trust, and a personalized learning environment with high expectations
for students; creating and evaluating a comprehensive, rigorous and coherent curricular and instructional school program; developing and
supervising the instructional and leadership capacity of school staff; and promoting the most effective and appropriate technologies to support
teaching and learning within a school environment.
2.1 Candidates understand and can sustain a school culture
and instructional program conducive to student learning
through collaboration, trust, and a personalized learning
environment with high expectations for students.
2.2 Candidates understand and can create and evaluate a
comprehensive, rigorous, and coherent curricular and
instructional school program.
2.3 Candidates understand and can develop and supervise
the instructional and leadership capacity of school staff.
2.4 Candidates understand and can promote the most
effective and appropriate technologies to support teaching
and learning in a school environment.
Standard 3.0 A building-level education leader applies knowledge that promotes the success of every student by ensuring the management of the
school organization, operation, and resources through monitoring and evaluating the school management and operational systems; efficiently
using human, fiscal, and technological resources in a school environment; promoting and protecting the welfare and safety of school students
and staff; developing school capacity for distributed leadership; and ensuring that teacher and organizational time is focused to support highquality instruction and student learning.
3.1 Candidates understand and can monitor and evaluate
school management and operational systems.
3.2 Candidates understand and can efficiently use human,
fiscal, and technological resources to manage school
operations.
University of Phoenix, College of Education
Administrative Internship Handbook – 2015
9
Standards and Elements
Description of Activity(ies) to
Address the Standard (including dates)
(O)
(P)
(L)
Total
Number
of
Hours
for
Activity
3.3 Candidates understand and can promote school-based
policies and procedures that protect the welfare and
safety of students and staff within the school.
3.4 Candidates understand and can develop school capacity
for distributed leadership.
3.5 Candidates understand and can ensure teacher and
organizational time focuses on supporting high-quality
school instruction and student learning.
Standard 4.0 A building-level education leader applies knowledge that promotes the success of every student by collaborating with faculty and
community members, responding to diverse community interests and needs, and mobilizing community resources on behalf of the school by
collecting and analyzing information pertinent to improvement of the school’s educational environment; promoting an understanding,
appreciation, and use of the diverse cultural, social, and intellectual resources within the school community; building and sustaining positive
school relationships with families and caregivers; and cultivating productive school relationships with community partners.
4.1 Candidates understand and can collaborate with faculty
and community members by collecting and analyzing
information pertinent to the improvement of the school’s
educational environment.
4.2 Candidates understand and can mobilize community
resources by promoting an understanding, appreciation,
and use of diverse cultural, social, and intellectual
resources within the school community.
4.3 Candidates understand and can respond to community
interests and needs by building and sustaining positive
school relationships with families and caregivers.
4.4 Candidates understand and can respond to community
interests and needs by building and sustaining productive
school relationships with community partners.
University of Phoenix, College of Education
Administrative Internship Handbook – 2015
10
Standards and Elements
Description of Activity(ies) to
Address the Standard (including dates)
(O)
(P)
(L)
Total
Number
of
Hours
for
Activity
Standard 5.0 A building-level education leader applies knowledge that promotes the success of every student by acting with integrity, fairness,
and in an ethical manner to ensure a school system of accountability for every student’s academic and social success by modeling school
principles of self-awareness, reflective practice, transparency, and ethical behavior as related to their roles within the school; safeguarding the
values of democracy, equity, and diversity within the school; evaluating the potential moral and legal consequences of decision making in the
school; and promoting social justice within the school to ensure that individual student needs inform all aspects of schooling.
5.1 Candidates understand and can act with integrity and
fairness to ensure a school system of accountability for
every student’s academic and social success.
5.2 Candidates understand and can model principles of selfawareness, reflective practice, transparency, and ethical
behavior as related to their roles within the school.
5.3 Candidates understand and can safeguard the values of
democracy, equity, and diversity within the school.
5.4 Candidates understand and can evaluate the potential
moral and legal consequences of decision making in the
school.
5.5 Candidates understand and can promote social justice
within the school to ensure that individual student needs
inform all aspects of schooling.
Standard 6.0 A building-level education leader applies knowledge that promotes the success of every student by understanding, responding to,
and influencing the larger political, social, economic, legal, and cultural context through advocating for school students, families, and caregivers;
acting to influence local, district, state, and national decisions affecting student learning in a school environment; and anticipating and assessing
emerging trends and initiatives in order to adapt school-based leadership strategies.
6.1 Candidates understand and can advocate for school
students, families, and caregivers.
6.2 Candidates understand and can act to influence local,
district, state, and national decisions affecting student
learning in a school environment.
University of Phoenix, College of Education
Administrative Internship Handbook – 2015
11
Standards and Elements
Description of Activity(ies) to
Address the Standard (including dates)
(O)
(P)
(L)
Total
Number
of
Hours
for
Activity
6.3 Candidates understand and can anticipate and assess
emerging trends and initiatives in order to adapt schoolbased leadership strategies.
Initial (591A) Signature Block
Student Name:
Student Signature:
Date:
Mentor Name:
Mentor Signature:
Date:
Supervisor Name:
Supervisor Signature:
Date:
Total Intern Hours Completed:
(no minimum)
Mid-Term (591B) Signature Block
Student Name:
Student Signature:
Date:
Mentor Name:
Mentor Signature:
Date:
Supervisor Name:
Supervisor Signature:
Date:
Total Intern Hours Completed:
(minimum 120 hours due)
Final (591C) Signature Block
Student Name:
Student Signature:
Date:
Mentor Name:
Mentor Signature:
Date:
Supervisor Name:
Supervisor Signature:
Date:
Total Intern Hours Completed:
(minimum 240 hours due)
University of Phoenix, College of Education
Administrative Internship Handbook – 2015
12
University Supervisor/Mentor Meeting Log
Use this log as a guide for each of the university supervisor/mentor meetings. Each table and set of signatures should represent one meeting.
Suggested items are included. (Copy and paste the table and signature lines as needed.)
Date/Time/Length of Meeting
Participants in Meeting
{Include name and position held
and contact information if
appropriate or necessary.}
Topics Discussed
Action Items/Areas for
Development
{Include a bulleted list with as
much detail as necessary.
Add person(s) responsible and
follow-up dates or deadlines.
Also, list the date of your next
supervisor/mentor meeting.}
Reflection:
Intern Signature and Date: ___________________________________________
University Supervisor Signature and Date: ______________________________
Mentor and Date: __________________________________________________
University of Phoenix, College of Education
Administrative Internship Handbook – 2015
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