EDSU+799+Practicum+Completion+Evidence

=//EDSU 799 Internship, Part II Clinical Practice//=

Examination of K-12 Curriculum
//The following K-12 curriculum review investigates the math curriculum of a K-6 Catholic school and the math curriculum of a Grades 7-12 Junior/Senior parochial high school, both located in York, PA. The examiner studied the curricula and assessments in use in each school. Alignment between the curricula and content and performance standards were considered. //

[[file:K-12 Math Curriculum Review.docx]]
//The following document outlines the consistencies and incongruities between the school curricula and the Common Core State Standards. //

[[file:Saint Patrick's Catholic School Mathematics Curriculum Review.xlsx]]
//Appendix A provides profile information for each school. // //Appendix B contains curriculum documents for the elementary school. // //Appendix C contains curriculum documents for the secondary school. //

[[file:Appendix C.pdf]]
//Appendix D contains curriculum assessment samples. //

Budget Process
//The following document contains a description of the budget process in Chambersburg Area School District. The supervisory candidate interviewed the CASD Director of Curriculum and Instruction during the research phase of the project with the purpose of investigating the budget process and learning of the various roles school leaders play in the building and execution of a school district's budget. //



Effective Communication in the Larger Context
//The following agenda outlines the activities and presentations for a bi-annual conference held in State College, PA. The conference is attended by Act 89 Directors from Pennsylvania Intermediate Units as well as representatives from nonpublic school entities such as Diocesan organizations. The U.S. Department of Education and the PA Department of Education provide updates and information in formal face-to-face meetings and/or virtual presentations. A variety of other presentations are also provided during the course of the Wednesday afternoon through Friday morning of the scheduled conference. The powerpoint below was presented by the supervisor candidate in the afternoon of the second day of the conference after being asked by the conference organizer to provide information to the group about Domain 3 of the Teacher Effectivness Model. //

Integration of Curriculum with Colleagues Across Disciplines
//The following entries are a brief sampling of the supervisory candidate's participation in providing professional development in Reading Apprenticeship to teachers in Pennsylvania, Michigan, Utah, Indiana, and California. Reading Apprenticeship provides teachers in all content areas with a means of using the Reading Apprenticeship framework to "regularly model disciplinary-specific literacy skills, help students build high-level comprehension strategies, engage students in building knowledge by making connections to background knowledge they already have, and provide ample guided, collaborative, and individual practice as an integral part of teaching their subject area curriculum". The samples below are from a Reading Apprenticeship Writing Connections professional development series being delivered by the supervisory candidate through a blend of online and face-to-face professional development. The endeavor requires a considerable amount of collaboration and coordination with the other facilitators of the course. //



District Staff Development Plan
//The following staff development plan was written by the supervisory candidate to outline the progression of training and implementation of the Student Learning Objective Process in congruence with the mandate of the Pennsylvania Department of Education requirements for Teacher Effectiveness. In some cases, the supervisory candidate collaborated with Lincoln Intermediate Unit 12 leadership during the planning stages. The supervisory candidate also worked closely with the Act 89 Director during planning and delivery of the SLO content for reading specialists, math intervention specialists, and speech and language therapists. Guidance counselors in the program received training in Differentiated Supervision rather than the SLO process. //



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<span style="color: #18b108; font-family: Tahoma,Geneva,sans-serif;">Curriculum Revision/New Course/New Program Development
//<span style="color: #18b108; font-family: Tahoma,Geneva,sans-serif;">The following information describes a proposed new curriculum for the remedial math program for the Act 89 remedial math specialists to use when providing interventions for struggling students in area nonpublic schools. Included is a document that outlines the proposed curriculum in a narrative form as well as a powerpoint and handouts for the presentation of the proposal to the board. //

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<span style="color: #18b108; font-family: Tahoma,Geneva,sans-serif;">Curriculum Other supervisory/leadership activities approved by university supervisor
//<span style="color: #18b108; font-family: Tahoma,Geneva,sans-serif;">The following powerpoint is from a presentation delivered by the supervisory candidate during a meeting for principals of nonpublic schools in York, Adams, and Franklin counties. The supervisory candidate was asked by the Lincoln Intermediate Unit Act 89 Director to design and deliver the professional development based on a topic the supervisory candidate could determine would be relevant and appropriate to a K-12 audience of principals. //

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<span style="color: #18b108; font-family: Tahoma,Geneva,sans-serif;">Rubric
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