EDLD+799+Internship,+Part+II


 * Assessment of EDLD 799 Internship, PART II/ Clinical Practice **

Clinical Practicum

Practicum Activities:

1.) **Examination of K-12 Curriculum **(ELCC Standard 2.2)

An examination of the appropriate Pre-K-12 **curriculum** with an **evaluation**, which includes recommendations as to the alignment of elementary and middle school and/or middle school and senior high school. An analysis of the appropriate curriculum on the basis of the criterion referenced alignment of content standards and performance standards with congruent assessment instruments. Identify the extent to which the curriculum identifies and develops a deep understanding of the organizing concepts of the discipline. Is the reference taxonomy for development? Are the resources identified in the curriculum sufficient to achieve the content and performance standards by all students? Develop criteria and a scoring guide to assess the curriculum and propose recommendation to achieve alignment and congruence of all curriculum elements. Demonstrate your understanding of a standards-based school system and standards based curriculum.

Recommendations made by the instructor in EDLD 703 should be completed and reviewed.

Literacy Curriculum K-12 with particular attention to whether the writing curriculum is addressing the demands of the Common Core State Standards









2.) **Budget Process **(ELCC Standard 3.3)

 A description of the role of the school leader in the **budget** making process in his/ her school district, an explanation of its application at elementary and secondary levels, **and in the internship for the school in which the candidate is completing his/her internship. Confer with your onsite mentor regarding the school budget, the decision making regarding this budget, managing resources for effective results, and the budget’s impact on the school, students, and the curriculum.** The curriculum is supported by the budget. The Budget should show evidence the policy and priority decisions for the curriculum goals and objectives are in place before development of the budget. This curriculum budgeting process will demonstrate the linkage of goals, costs, priorities, and results. Describe the budget making process from the above perspective. Identify the degree to which dialogue with school stakeholders (teachers, supervisors, team leaders) focuses on needs, goals, and priorities and the degree to which resource plans support instructional goals. Assess the strengths and weaknesses of this process. Include the preliminary requests stage through final allocations stage.

Budget Process for Hanover High School:







3.) **Effective Communication in the Larger Context **(ELCC Standard 6.2)

 Activity to demonstrate effective **communication** with parents, other agencies and the community at large. **Assess the family, community partnerships within the school in which you complete your internship. In consultation with your onsite and university supervisor, determine if additional efforts, competencies need to be fulfilled.**

Participation in the Superintendent's Advisory Council meetings during the 2015-2016 school year:



Participation in the High School Principal's Advisory Council meetings during the 2015-2016 school year:



<span style="font-family: Arial,sans-serif; font-size: 10pt;">4.) **<span style="font-family: Arial,sans-serif; font-size: 10pt;">Integration of Curriculum with Colleagues Across Disciplines **<span style="font-family: Arial,sans-serif; font-size: 10pt;">(ELCC Standard 3.1)

<span style="font-family: Arial,sans-serif; font-size: 10pt;"> A project/program that involves working with colleagues in the integration of **curriculum across disciplines.** Review with your university supervisor work completed in 703 and complete any recommendations.

Support of Teachers in All Disciplines for Close Reading and Writing

// The administrative team at Hanover Public School District is committed to a school-wide focus on writing improvement. Some of the team members attended a Collins Writing training on June 8, 2015, as part of their preparation for supporting the district's efforts a writing focus. I was fortunate to be able to attend that training as well and to follow up that experience with using what I learned to assist the high school principal in designing the inservice presentation for August 17, 2015 during which she would be introducing Collins Writing to the entire high school staff. The principal and I created the following powerpoint to //// gether as a means of me teaching the types of writing to her so that she would be able to //// extend that learning to the staff at the school. The district administrative team is encouraging each of the school administrators in the district to revisit the concepts of Collins Writing with the staff in their schools throughout the school year. In addition, the district has hired John Collins to come to Hanover Public School District in January to conduct a follow-up training with all the teachers in the district. //

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<span style="font-family: Arial,sans-serif; font-size: 10pt;">5.) **<span style="font-family: Arial,sans-serif; font-size: 10pt;">District Staff Development Plan **<span style="font-family: Arial,sans-serif; font-size: 10pt;">(ELCC Standard 2.1)

<span style="font-family: Arial,sans-serif; font-size: 10pt;"> Examine a district plan with regard to state standards and Act 48 and plan a **staff development** program of some type.

Close Reading and Writing Professional Development for Staff Meetings Throughout the 2015-2016 School Year

//<span style="background-color: #ffffff; color: #18b108; font-family: Tahoma,Geneva,sans-serif;">The following staff development plan was written by the administrative candidate to outline the progression of content and activities to be utilized in presenting the concept of close reading and writing to the Hanover High School staff during the coming school year. Cognizant of my background as a reading specialist and extensive experience in planning and delivering professional development, the principal of Hanover High School requested that I create a plan for introducing and delivering the essentials of close reading to the high school staff. As a whole, the district is focusing on improving the writing skills of students so it was important that I provide a meaningful connection between the district-wide professional development and the training the high school teachers will be experiencing during staff meetings. To that end, I suggested the intentional integration of the two initiatives into a single philosophy for the school: //**Every //student reads, writes, thinks, and talks in// every //classroom,// every** //**day.**<span style="background-color: #ffffff; color: #18b108; font-family: Tahoma,Geneva,sans-serif;"> The plan is divided within the powerpoint into separate staff meeting topics. The Professional Development Learning Map listed first below provides an overall outline for the plan. All of the following documents were compiled by the administrative candidate and presented to the cooperating principal. //

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Accompanying Resources/Copies:

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Common Core State Standards Reading and Writing Progressions can be printed at the following links:

[]
 * Reading: **

Writing: []

<span style="font-family: Arial,sans-serif; font-size: 10pt;">6.) **<span style="font-family: Arial,sans-serif; font-size: 10pt;">Curriculum Revision/ New Course/ New Program Development **<span style="font-family: Arial,sans-serif; font-size: 10pt;">(ELCC Standard 5.2)

<span style="font-family: Arial,sans-serif; font-size: 10pt;"> Write, develop, or be responsible for **curriculum revision, new course, or new program.** Review with your university supervisor your completion of this requirement.

** New Course Development for Proposal for a STEAM classroom and curriculum: **
// The administrative candidate was asked to be involved in an initiative that the cooperating principal had been requested of the district superintendent to be submitted by the beginning of October regarding a newly proposed STEAM class for the high school. The Hanover Public School District has experienced a reincarnation of sorts with a complete change of administration in the past couple of years. This turnover of superintendent, assistant superintendent, high school principal, addition of the position of a high school assistant principal, and changes in middle school and elementary principals as well, has resulted in a revised vision and mission for the district. Part of the new vision and mission is a reliance on community business entities to provide guidance on the skills needed by graduating seniors to be career ready for jobs in the immediate area. Not to be dismissed is the influence and proven competence of the district technology director who has been an essential leader in guiding the district towards innovative solutions to past problems, while at the same time being a beacon for guiding the district in a direction that helps them stay ahead of the technology curve and assists all students in maximizing their daily experiences and skills with technology as a part of the curriculum experiences of all students. //

// The administrative candidate was tasked with determining what a STEAM curriculum might entail when being newly implemented at the high school level. The high school principal did not ask for the curriculum necessarily, but rather for the candidate to research the possibilities and provide recommendations based on the research. The administrative candidate researched curriculum frameworks and sought pricing and professional development information to assist the principal in formulating the STEAM proposal that she would present to the superintendent by the end of October. The process began with the creation of a Google doc on which the high school principal, the assistant superintendent, and the administrative candidate could collaborate and brainstorm. The following resources/research were supplied to the high school principal, presented to her by the administrative candidate to be utilized at her discretion. The information below regarding Engineering by Design resources are limited in what can be provided in this medium, but what I was able to obtain and share with the planning group is extensive and will likely be helpful for them in designing their own STEAM curriculum. //

Collaborative Brainstorming Document:

Example Four Year Implementation Plan:

iTunes U Steam Activities and Resources:

STEAM Education Network Trainings and Contracts Pricing:

International Technology and Engineering Educators Association (ITEEA) Pennsylvania, STEM Center for Teaching and Learning EbD products:



<span style="font-family: Arial,sans-serif; font-size: 10pt;">7.) **<span style="font-family: Arial,sans-serif; font-size: 10pt;">Management Responsibilities **

<span style="font-family: Arial,sans-serif; font-size: 10pt;">Serve as administrative assistant (or equivalent) with responsibilities related to supervision/ leadership. Provide an in-depth study or documentation of responsibilities. Within these responsibilities, address
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">your (the school’s) access and use of appropriate data to inform decision-making at all levels of the system and its link to improved student achievement,
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">the application of district requirements and policies,
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">experience with scheduling,
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">use of technology, and
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">the use of tools within the school and PDE to focus on student achievement and its link to classroom practice.

<span style="font-family: Arial,sans-serif; font-size: 10pt;"> - Complete other activities as approved by supervisor and adviser that demonstrate K-12 competencies.

Scheduling of students for Keystone remediation courses and project-based assessment:



Scheduling of students for Read 180 reading remediation and other schedule-related responsibilities:



Preparation throughout the summer for the opening of the Integrated Learning Center:



New Teacher Induction Meeting August 5, 2015:



<span style="display: block; height: 1px; left: -40px; overflow: hidden; position: absolute; top: 1057.5px; width: 1px;"> ** Close Reading and Writing to Learn **
 * Professional Development Hanover High School 2015-2016: **
 * ** Key Learning: **

Accomplished readers use analytic reading and a variety of essential skills for comprehension that help readers to talk and think about text at deeper and deeper levels of understanding, discerning the often unstated meanings of challenging texts. || Close Reading || ** Concept: ** Writing to Learn || What is close reading? What makes text complex? How can teachers provide support to students for reading, thinking, and talking? || ** Lesson Essential Question(s): ** How do we support students to respond appropriately to a writing prompt? How can teachers provide support to students for reading, writing, thinking, and talking? || close reading text complexity scaffolding quantitative qualitative || ** Vocabulary: ** writing to learn RAFT Type One Type Two Type Three Type Four Type Five academic language ||
 * ** Concept: **
 * ** Lesson Essential Question(s): **
 * ** Vocabulary: **