Assignment Prompt & Instructions
**files (3)**
– ## INSTRUCTIONS.pdf
– ## Rubric_.pdf
– ## InternshipPlan.docx
**## INSTRUCTIONS.pdf**
Outcome 1: Vision, Mission, and Improvement
Assignment Instructions:
Collaboratively lead, design, and implement a school mission, vision, and process for continuous
improvement that reflects a core set of values and priorities that include data use, technology, equity,
diversity, digital citizenship, and community. (NELP 1.1, 1.2; PSEL 1a – g; ISTE 3.2a – e)
**## Rubric_.pdf**
Program Outcome 1 Vision, Mission, and Improvement
Collaboratively lead, design, and implement a school mission, vision, and process for continuous improvement
that reflects a core set of values and priorities that include data use, technology, equity, diversity, digital
citizenship, and community.
Meets Standard
(55/55)
Approaching Standard
(35-54)
Unsatisfactory
(0 – 34)
Content of the
Reflection
55 points
1. The reflection of what you learned about
your leadership style, strengths, and/or
development as it relates to the program
outcome includes:
a. How you demonstrated
leadership qualities related to
the substance of the outcome;
b. How your leadership behaviors
influenced others or a specific
event or situation.
2. Reflection provides a description of the
impact of your work on increasing your
knowledge and understanding of this
specific outcome and includes:
a. How your work on this outcome
improved related leadership
knowledge and skills;
b. Examples describing your growth
as it relates to your professional
knowledge, skill, and
dispositions.
3. Description of the leadership skills and
practices related to the outcome that
you used to accomplish your planned
activities includes:
a. Challenges you experienced and
what you learned from those
challenges;
The reflection is missing 1-2 of the
following elements:
Clear explanation of
1. How you demonstrated leadership
qualities related to the substance
of the outcome;
2. How your leadership behaviors
influenced others or a specific
event or situation;
3. How your work on this outcome
improved related leadership
knowledge and skills;
4. Examples describing your growth
as it relates to your professional
knowledge, skill, and dispositions.
5. Challenges you experienced and
what you learned from those
challenges;
6. Examples of best practices related
to this outcome.
The reflection is missing 3 or more of
the following elements:
Clear explanation of
1. How you demonstrated
leadership qualities related to the
substance of the outcome;
2. How your leadership behaviors
influenced others or a specific
event or situation;
3. How your work on this outcome
improved related leadership
knowledge and skills;
4. Examples describing your growth
as it relates to your professional
knowledge, skill, and dispositions.
5. Challenges you experienced and
what you learned from those
challenges;
6. Examples of best practices
related to this outcome.
b. Examples of best practices
related to this outcome.
Meets Standard
(35/35)
Approaching Standard
(20-34)
Unsatisfactory
(0 – 19)
Artifacts
35 points
1. There is a minimum of 1 artifact per
internship plan activity (3 total).
2. Each artifact is specific to the planned
activity and demonstrates successful
completion of the planned activity.
3. Each artifact is presented professionally
and clearly labeled to describe the work
completed or the source of the artifact.
One of the following is missing:
1. There is a minimum of 1 artifact per
internship plan activity (3 total).
2. Each artifact is specific to the
planned activity and demonstrates
successful completion of the
planned activity.
3. Each artifact is presented
professionally and clearly labeled
to describe the work completed or
the source of the artifact
Two of the following are missing:
1. There is a minimum of 1 artifact
per internship plan activity (3
total).
2. Each artifact is specific to the
planned activity and
demonstrates successful
completion of the planned
activity.
3. Each artifact is presented
professionally and clearly labeled
to describe the work completed or
the source of the artifact
Meets Standard
(10/10)
Approaching Standard
(5-9)
Unsatisfactory
(0-4)
Quality of items
submitted
10 points
The outcome reflection includes the
following quality elements:
1. Use of APA when citing sources
2. Proofread for spelling and grammar
3. Written in a professional voice
One of the three criteria is missing
1. Use of APA when citing sources
2. Proofread for spelling and grammar
3. Written in a professional voice
Two of the three criteria are missing
1. Use of APA when citing sources
2. Proofread for spelling and
grammar
3. Written in a professional voice
**## InternshipPlan.docx**
**EDL Internship Plan**
**Name of Intern: Date:**
I. Program Outcome 1 Vision, Mission, and Improvement: Collaboratively lead, design, and implement a school mission, vision, and process for continuous improvement that reflects a core set of values and priorities that include data use, technology, equity, diversity, digital citizenship, and community.
1. Participate on the School Leadership Team to review student achievement, attendance, and behavioral data and assist in monitoring progress toward the School Improvement Plan.
2. Assist administrators in communicating the school's vision and goals through faculty meetings, student assemblies, newsletters, and digital communication platforms.
3. Participate in administrative meetings to evaluate school improvement initiatives and recommend strategies to improve student achievement and school climate.
Performance Indicators: School Leadership Team meeting agendas and minutes, school improvement data reports, copies of school communication/presentation materials.
II. Program Outcome 2 Ethics and Professional Norms: Understand and demonstrate the capacity to advocate for ethical decisions and cultivate and enact professional norms.
1. Shadow the principal and assistant principals during student discipline conferences while maintaining confidentiality and observing the application of district policies, FERPA, Title IX, and ethical decision-making.
2. Review district administrators evaluation instruments, the Missouri Leadership Development System or the district administrator evaluation framework, Board of Education policies, and the school’s Code of Ethics to examine how administrators are evaluated on ethical leadership, professionalism, legal compliance, and decision-making.
3. Meet with the principal to discuss ethical dilemmas encountered in school leadership, student discipline, staff conflicts, equity issues, confidentiality, parent concerns, and legal compliance and analyze the decision-making process used to resolve each situation.
Performance Indicators: Administrator evaluation rubric highlighting professional responsibilities, ethical leadership, reflection journals documenting ethical leadership observations and decision-making, mentor versification of administrative shadowing and discussion with the principal.
III. Program Outcome 3 Equity, Inclusiveness, and Cultural Responsiveness: Develop and maintain a supportive, equitable, culturally responsive, and inclusive school culture.
1.Analyze student discipline, attendance, and achievement data to identify equity gaps among student groups and present findings with recommendations to the school leadership team.
2. Shadow the principal during leadership decision involving student placement, master scheduling, resource allocation, or staffing to examine how administrative decisions promote equitable opportunities for all students.
3. Develop and initiate an action plan with the principal to address one identified equity concern: attendance disparities, discipline disproportionality, and access to advanced coursework, including measurable goals, implementation steps, and methods for monitoring progress.
Performance Indicators:
Equity data analysis report, written action plan with implementation timeline, leadership meeting agendas/notes, reflection journal documenting leadership decisions, and mentor verification of participating in equity planning.
IV. Program Outcome 4 Learning and Instruction: Evaluate, develop, and implement coherent systems of curriculum, instruction, data systems, supports, and assessments.
1. Conduct classroom walkthroughs with administration using the district’s instructional observation tool to collect evidence of instructional practices, student engagement, classroom management, and alignment to curriculum standards. Analyze the collected data with administrators to identify instructional trends and recommend areas for professional learning.
2. Participate in Professional Learning Community (PLC) meetings by analyzing student assessment data with teacher teams, identifying instructional strengths and learning gaps, and assisting in the development of data-driven instructional actions plans to improve student achievement.
3. Collaborate with administrators to design and facilitate a professional development sessions and instructional improvement initiative based on classroom walkthrough data and student achievement data, including follow-up planning to monitor implementation and effectiveness.
Performance Indicators:
Classroom walkthroughs documentation and trend analysis, PLC meeting agendas/data analysis notes, professional development plan/presentation materials, instructional improvement action plans, and reflection journal and mentor verification.
V. Program Outcome 5 Community and External Leadership: Engage families, community, and school personnel in order to strengthen student learning, support school improvement, and advocate for the needs of their school and community.
1. Lead the planning, coordination, and evaluation of a family engagement event with the administrative team, including developing goals, coordinating staff responsibilities, and evaluating participant feedback to improve future events.
2. Collaborate with administrators to develop and enhance a schoolwide college and career initiative by analyzing participation data, identifying barriers to student access, and recommending strategies to increase family engagement and student participation.
3. Establish and strengthen partnership with community organizations by participating in meetings with community stakeholders, identifying available resources, and assisting administrators in developing agreements and programs that support student achievement and school improvement.
Performance Indicators:
Family engagement event agendas/evaluation summary, college and career readiness improvement plan, community partnership documentation, reflection journal, and mentor verification.
VI. Program Outcome 6 Operations and Management: Improve management, communication, technology, school-level governance, and operation systems to develop and improve data-informed and equitable school resource plans and to apply laws, policies, and regulations.
1. Observe and participate with administrators in the development of the master schedule, including analyzing staff needs, student enrollment data, and course offerings to understand how scheduling decisions support student achievement.
2. Assist administrators in planning, coordinating, and evaluating a school emergency drill and safety exercise by participating in pre-planning meetings, helping organize staff responsibilities, collecting feedback after the drill, and recommending improvements to school safety procedures.
3. Meet with the school administrators to examine budgeting, resource allocations, purchasing procedures, and operational decision-making, and analyze how fiscal decisions support improvement priorities.
Performance Indicators: Master scheduling notes, emergency drill planning documents/after-action reflection, budget/operations reflection, and mentor verification.
VII. Program Outcome 7 Building Professional Capacity: Build the school’s professional capacity, engage staff in the development of a collaborative professional culture, and improve systems of staff supervision, evaluation, support, and professional learning.
1. Collaborate with the principal to plan, organize, and co-facilitate a professional development session aligned with school improvement goals. Assist in developing the agenda, instructional materials, and participant evaluation tools.
2. Analyze teacher feedback, student achievement data, and school improvement goals with administrators, to identify professional learning needs and assist in developing a year-long professional development plan.
3. Participate in instructional coaching and teacher mentoring conversations with administrators and reflect on leadership strategies used to promote teacher growth, continuous improvement, and professional accountability.
Performance Indicators: Professional development agenda/presentation materials, professional development needs assessments, coaching observation notes, reflection journal and mentor verification.
**Plan reviewed and approved by:**
**On-site Mentor _____________________________________ Date ___________________**
**College Supervisor ___________________________________ Date____________________**
**## InternshipPlan.docx**
**EDL Internship Plan**
**Name of Intern: Date:**
I. Program Outcome 1 Vision, Mission, and Improvement: Collaboratively lead, design, and implement a school mission, vision, and process for continuous improvement that reflects a core set of values and priorities that include data use, technology, equity, diversity, digital citizenship, and community.
1. Participate on the School Leadership Team to review student achievement, attendance, and behavioral data and assist in monitoring progress toward the School Improvement Plan.
2. Assist administrators in communicating the school's vision and goals through faculty meetings, student assemblies, newsletters, and digital communication platforms.
3. Participate in administrative meetings to evaluate school improvement initiatives and recommend strategies to improve student achievement and school climate.
Performance Indicators: School Leadership Team meeting agendas and minutes, school improvement data reports, copies of school communication/presentation materials.
II. Program Outcome 2 Ethics and Professional Norms: Understand and demonstrate the capacity to advocate for ethical decisions and cultivate and enact professional norms.
1. Shadow the principal and assistant principals during student discipline conferences while maintaining confidentiality and observing the application of district policies, FERPA, Title IX, and ethical decision-making.
2. Review district administrators evaluation instruments, the Missouri Leadership Development System or the district administrator evaluation framework, Board of Education policies, and the school’s Code of Ethics to examine how administrators are evaluated on ethical leadership, professionalism, legal compliance, and decision-making.
3. Meet with the principal to discuss ethical dilemmas encountered in school leadership, student discipline, staff conflicts, equity issues, confidentiality, parent concerns, and legal compliance and analyze the decision-making process used to resolve each situation.
Performance Indicators: Administrator evaluation rubric highlighting professional responsibilities, ethical leadership, reflection journals documenting ethical leadership observations and decision-making, mentor versification of administrative shadowing and discussion with the principal.
III. Program Outcome 3 Equity, Inclusiveness, and Cultural Responsiveness: Develop and maintain a supportive, equitable, culturally responsive, and inclusive school culture.
1.Analyze student discipline, attendance, and achievement data to identify equity gaps among student groups and present findings with recommendations to the school leadership team.
2. Shadow the principal during leadership decision involving student placement, master scheduling, resource allocation, or staffing to examine how administrative decisions promote equitable opportunities for all students.
3. Develop and initiate an action plan with the principal to address one identified equity concern: attendance disparities, discipline disproportionality, and access to advanced coursework, including measurable goals, implementation steps, and methods for monitoring progress.
Performance Indicators:
Equity data analysis report, written action plan with implementation timeline, leadership meeting agendas/notes, reflection journal documenting leadership decisions, and mentor verification of participating in equity planning.
IV. Program Outcome 4 Learning and Instruction: Evaluate, develop, and implement coherent systems of curriculum, instruction, data systems, supports, and assessments.
1. Conduct classroom walkthroughs with administration using the district’s instructional observation tool to collect evidence of instructional practices, student engagement, classroom management, and alignment to curriculum standards. Analyze the collected data with administrators to identify instructional trends and recommend areas for professional learning.
2. Participate in Professional Learning Community (PLC) meetings by analyzing student assessment data with teacher teams, identifying instructional strengths and learning gaps, and assisting in the development of data-driven instructional actions plans to improve student achievement.
3. Collaborate with administrators to design and facilitate a professional development sessions and instructional improvement initiative based on classroom walkthrough data and student achievement data, including follow-up planning to monitor implementation and effectiveness.
Performance Indicators:
Classroom walkthroughs documentation and trend analysis, PLC meeting agendas/data analysis notes, professional development plan/presentation materials, instructional improvement action plans, and reflection journal and mentor verification.
V. Program Outcome 5 Community and External Leadership: Engage families, community, and school personnel in order to strengthen student learning, support school improvement, and advocate for the needs of their school and community.
1. Lead the planning, coordination, and evaluation of a family engagement event with the administrative team, including developing goals, coordinating staff responsibilities, and evaluating participant feedback to improve future events.
2. Collaborate with administrators to develop and enhance a schoolwide college and career initiative by analyzing participation data, identifying barriers to student access, and recommending strategies to increase family engagement and student participation.
3. Establish and strengthen partnership with community organizations by participating in meetings with community stakeholders, identifying available resources, and assisting administrators in developing agreements and programs that support student achievement and school improvement.
Performance Indicators:
Family engagement event agendas/evaluation summary, college and career readiness improvement plan, community partnership documentation, reflection journal, and mentor verification.
VI. Program Outcome 6 Operations and Management: Improve management, communication, technology, school-level governance, and operation systems to develop and improve data-informed and equitable school resource plans and to apply laws, policies, and regulations.
1. Observe and participate with administrators in the development of the master schedule, including analyzing staff needs, student enrollment data, and course offerings to understand how scheduling decisions support student achievement.
2. Assist administrators in planning, coordinating, and evaluating a school emergency drill and safety exercise by participating in pre-planning meetings, helping organize staff responsibilities, collecting feedback after the drill, and recommending improvements to school safety procedures.
3. Meet with the school administrators to examine budgeting, resource allocations, purchasing procedures, and operational decision-making, and analyze how fiscal decisions support improvement priorities.
Performance Indicators: Master scheduling notes, emergency drill planning documents/after-action reflection, budget/operations reflection, and mentor verification.
VII. Program Outcome 7 Building Professional Capacity: Build the school’s professional capacity, engage staff in the development of a collaborative professional culture, and improve systems of staff supervision, evaluation, support, and professional learning.
1. Collaborate with the principal to plan, organize, and co-facilitate a professional development session aligned with school improvement goals. Assist in developing the agenda, instructional materials, and participant evaluation tools.
2. Analyze teacher feedback, student achievement data, and school improvement goals with administrators, to identify professional learning needs and assist in developing a year-long professional development plan.
3. Participate in instructional coaching and teacher mentoring conversations with administrators and reflect on leadership strategies used to promote teacher growth, continuous improvement, and professional accountability.
Performance Indicators: Professional development agenda/presentation materials, professional development needs assessments, coaching observation notes, reflection journal and mentor verification.
**Plan reviewed and approved by:**
**On-site Mentor _____________________________________ Date ___________________**
**College Supervisor ___________________________________ Date____________________**
**## INSTRUCTIONS.pdf**
Outcome 1: Vision, Mission, and Improvement
Assignment Instructions:
Collaboratively lead, design, and implement a school mission, vision, and process for continuous
improvement that reflects a core set of values and priorities that include data use, technology, equity,
diversity, digital citizenship, and community. (NELP 1.1, 1.2; PSEL 1a – g; ISTE 3.2a – e)
**## Rubric_.pdf**
Program Outcome 1 Vision, Mission, and Improvement
Collaboratively lead, design, and implement a school mission, vision, and process for continuous improvement
that reflects a core set of values and priorities that include data use, technology, equity, diversity, digital
citizenship, and community.
Meets Standard
(55/55)
Approaching Standard
(35-54)
Unsatisfactory
(0 – 34)
Content of the
Reflection
55 points
1. The reflection of what you learned about
your leadership style, strengths, and/or
development as it relates to the program
outcome includes:
a. How you demonstrated
leadership qualities related to
the substance of the outcome;
b. How your leadership behaviors
influenced others or a specific
event or situation.
2. Reflection provides a description of the
impact of your work on increasing your
knowledge and understanding of this
specific outcome and includes:
a. How your work on this outcome
improved related leadership
knowledge and skills;
b. Examples describing your growth
as it relates to your professional
knowledge, skill, and
dispositions.
3. Description of the leadership skills and
practices related to the outcome that
you used to accomplish your planned
activities includes:
a. Challenges you experienced and
what you learned from those
challenges;
The reflection is missing 1-2 of the
following elements:
Clear explanation of
1. How you demonstrated leadership
qualities related to the substance
of the outcome;
2. How your leadership behaviors
influenced others or a specific
event or situation;
3. How your work on this outcome
improved related leadership
knowledge and skills;
4. Examples describing your growth
as it relates to your professional
knowledge, skill, and dispositions.
5. Challenges you experienced and
what you learned from those
challenges;
6. Examples of best practices related
to this outcome.
The reflection is missing 3 or more of
the following elements:
Clear explanation of
1. How you demonstrated
leadership qualities related to the
substance of the outcome;
2. How your leadership behaviors
influenced others or a specific
event or situation;
3. How your work on this outcome
improved related leadership
knowledge and skills;
4. Examples describing your growth
as it relates to your professional
knowledge, skill, and dispositions.
5. Challenges you experienced and
what you learned from those
challenges;
6. Examples of best practices
related to this outcome.
b. Examples of best practices
related to this outcome.
Meets Standard
(35/35)
Approaching Standard
(20-34)
Unsatisfactory
(0 – 19)
Artifacts
35 points
1. There is a minimum of 1 artifact per
internship plan activity (3 total).
2. Each artifact is specific to the planned
activity and demonstrates successful
completion of the planned activity.
3. Each artifact is presented professionally
and clearly labeled to describe the work
completed or the source of the artifact.
One of the following is missing:
1. There is a minimum of 1 artifact per
internship plan activity (3 total).
2. Each artifact is specific to the
planned activity and demonstrates
successful completion of the
planned activity.
3. Each artifact is presented
professionally and clearly labeled
to describe the work completed or
the source of the artifact
Two of the following are missing:
1. There is a minimum of 1 artifact
per internship plan activity (3
total).
2. Each artifact is specific to the
planned activity and
demonstrates successful
completion of the planned
activity.
3. Each artifact is presented
professionally and clearly labeled
to describe the work completed or
the source of the artifact
Meets Standard
(10/10)
Approaching Standard
(5-9)
Unsatisfactory
(0-4)
Quality of items
submitted
10 points
The outcome reflection includes the
following quality elements:
1. Use of APA when citing sources
2. Proofread for spelling and grammar
3. Written in a professional voice
One of the three criteria is missing
1. Use of APA when citing sources
2. Proofread for spelling and grammar
3. Written in a professional voice
Two of the three criteria are missing
1. Use of APA when citing sources
2. Proofread for spelling and
grammar
3. Written in a professional voice
**## InternshipPlan.docx**
**EDL Internship Plan**
**Name of Intern: Date:**
I. Program Outcome 1 Vision, Mission, and Improvement: Collaboratively lead, design, and implement a school mission, vision, and process for continuous improvement that reflects a core set of values and priorities that include data use, technology, equity, diversity, digital citizenship, and community.
1. Participate on the School Leadership Team to review student achievement, attendance, and behavioral data and assist in monitoring progress toward the School Improvement Plan.
2. Assist administrators in communicating the school's vision and goals through faculty meetings, student assemblies, newsletters, and digital communication platforms.
3. Participate in administrative meetings to evaluate school improvement initiatives and recommend strategies to improve student achievement and school climate.
Performance Indicators: School Leadership Team meeting agendas and minutes, school improvement data reports, copies of school communication/presentation materials.
II. Program Outcome 2 Ethics and Professional Norms: Understand and demonstrate the capacity to advocate for ethical decisions and cultivate and enact professional norms.
1. Shadow the principal and assistant principals during student discipline conferences while maintaining confidentiality and observing the application of district policies, FERPA, Title IX, and ethical decision-making.
2. Review district administrators evaluation instruments, the Missouri Leadership Development System or the district administrator evaluation framework, Board of Education policies, and the school’s Code of Ethics to examine how administrators are evaluated on ethical leadership, professionalism, legal compliance, and decision-making.
3. Meet with the principal to discuss ethical dilemmas encountered in school leadership, student discipline, staff conflicts, equity issues, confidentiality, parent concerns, and legal compliance and analyze the decision-making process used to resolve each situation.
Performance Indicators: Administrator evaluation rubric highlighting professional responsibilities, ethical leadership, reflection journals documenting ethical leadership observations and decision-making, mentor versification of administrative shadowing and discussion with the principal.
III. Program Outcome 3 Equity, Inclusiveness, and Cultural Responsiveness: Develop and maintain a supportive, equitable, culturally responsive, and inclusive school culture.
1.Analyze student discipline, attendance, and achievement data to identify equity gaps among student groups and present findings with recommendations to the school leadership team.
2. Shadow the principal during leadership decision involving student placement, master scheduling, resource allocation, or staffing to examine how administrative decisions promote equitable opportunities for all students.
3. Develop and initiate an action plan with the principal to address one identified equity concern: attendance disparities, discipline disproportionality, and access to advanced coursework, including measurable goals, implementation steps, and methods for monitoring progress.
Performance Indicators:
Equity data analysis report, written action plan with implementation timeline, leadership meeting agendas/notes, reflection journal documenting leadership decisions, and mentor verification of participating in equity planning.
IV. Program Outcome 4 Learning and Instruction: Evaluate, develop, and implement coherent systems of curriculum, instruction, data systems, supports, and assessments.
1. Conduct classroom walkthroughs with administration using the district’s instructional observation tool to collect evidence of instructional practices, student engagement, classroom management, and alignment to curriculum standards. Analyze the collected data with administrators to identify instructional trends and recommend areas for professional learning.
2. Participate in Professional Learning Community (PLC) meetings by analyzing student assessment data with teacher teams, identifying instructional strengths and learning gaps, and assisting in the development of data-driven instructional actions plans to improve student achievement.
3. Collaborate with administrators to design and facilitate a professional development sessions and instructional improvement initiative based on classroom walkthrough data and student achievement data, including follow-up planning to monitor implementation and effectiveness.
Performance Indicators:
Classroom walkthroughs documentation and trend analysis, PLC meeting agendas/data analysis notes, professional development plan/presentation materials, instructional improvement action plans, and reflection journal and mentor verification.
V. Program Outcome 5 Community and External Leadership: Engage families, community, and school personnel in order to strengthen student learning, support school improvement, and advocate for the needs of their school and community.
1. Lead the planning, coordination, and evaluation of a family engagement event with the administrative team, including developing goals, coordinating staff responsibilities, and evaluating participant feedback to improve future events.
2. Collaborate with administrators to develop and enhance a schoolwide college and career initiative by analyzing participation data, identifying barriers to student access, and recommending strategies to increase family engagement and student participation.
3. Establish and strengthen partnership with community organizations by participating in meetings with community stakeholders, identifying available resources, and assisting administrators in developing agreements and programs that support student achievement and school improvement.
Performance Indicators:
Family engagement event agendas/evaluation summary, college and career readiness improvement plan, community partnership documentation, reflection journal, and mentor verification.
VI. Program Outcome 6 Operations and Management: Improve management, communication, technology, school-level governance, and operation systems to develop and improve data-informed and equitable school resource plans and to apply laws, policies, and regulations.
1. Observe and participate with administrators in the development of the master schedule, including analyzing staff needs, student enrollment data, and course offerings to understand how scheduling decisions support student achievement.
2. Assist administrators in planning, coordinating, and evaluating a school emergency drill and safety exercise by participating in pre-planning meetings, helping organize staff responsibilities, collecting feedback after the drill, and recommending improvements to school safety procedures.
3. Meet with the school administrators to examine budgeting, resource allocations, purchasing procedures, and operational decision-making, and analyze how fiscal decisions support improvement priorities.
Performance Indicators: Master scheduling notes, emergency drill planning documents/after-action reflection, budget/operations reflection, and mentor verification.
VII. Program Outcome 7 Building Professional Capacity: Build the school’s professional capacity, engage staff in the development of a collaborative professional culture, and improve systems of staff supervision, evaluation, support, and professional learning.
1. Collaborate with the principal to plan, organize, and co-facilitate a professional development session aligned with school improvement goals. Assist in developing the agenda, instructional materials, and participant evaluation tools.
2. Analyze teacher feedback, student achievement data, and school improvement goals with administrators, to identify professional learning needs and assist in developing a year-long professional development plan.
3. Participate in instructional coaching and teacher mentoring conversations with administrators and reflect on leadership strategies used to promote teacher growth, continuous improvement, and professional accountability.
Performance Indicators: Professional development agenda/presentation materials, professional development needs assessments, coaching observation notes, reflection journal and mentor verification.
**Plan reviewed and approved by:**
**On-site Mentor _____________________________________ Date ___________________**
**College Supervisor ___________________________________ Date____________________**
**## INSTRUCTIONS.pdf**
Outcome 1: Vision, Mission, and Improvement
Assignment Instructions:
Collaboratively lead, design, and implement a school mission, vision, and process for continuous
improvement that reflects a core set of values and priorities that include data use, technology, equity,
diversity, digital citizenship, and community. (NELP 1.1, 1.2; PSEL 1a – g; ISTE 3.2a – e)
**## Rubric_.pdf**
Program Outcome 1 Vision, Mission, and Improvement
Collaboratively lead, design, and implement a school mission, vision, and process for continuous improvement
that reflects a core set of values and priorities that include data use, technology, equity, diversity, digital
citizenship, and community.
Meets Standard
(55/55)
Approaching Standard
(35-54)
Unsatisfactory
(0 – 34)
Content of the
Reflection
55 points
1. The reflection of what you learned about
your leadership style, strengths, and/or
development as it relates to the program
outcome includes:
a. How you demonstrated
leadership qualities related to
the substance of the outcome;
b. How your leadership behaviors
influenced others or a specific
event or situation.
2. Reflection provides a description of the
impact of your work on increasing your
knowledge and understanding of this
specific outcome and includes:
a. How your work on this outcome
improved related leadership
knowledge and skills;
b. Examples describing your growth
as it relates to your professional
knowledge, skill, and
dispositions.
3. Description of the leadership skills and
practices related to the outcome that
you used to accomplish your planned
activities includes:
a. Challenges you experienced and
what you learned from those
challenges;
The reflection is missing 1-2 of the
following elements:
Clear explanation of
1. How you demonstrated leadership
qualities related to the substance
of the outcome;
2. How your leadership behaviors
influenced others or a specific
event or situation;
3. How your work on this outcome
improved related leadership
knowledge and skills;
4. Examples describing your growth
as it relates to your professional
knowledge, skill, and dispositions.
5. Challenges you experienced and
what you learned from those
challenges;
6. Examples of best practices related
to this outcome.
The reflection is missing 3 or more of
the following elements:
Clear explanation of
1. How you demonstrated
leadership qualities related to the
substance of the outcome;
2. How your leadership behaviors
influenced others or a specific
event or situation;
3. How your work on this outcome
improved related leadership
knowledge and skills;
4. Examples describing your growth
as it relates to your professional
knowledge, skill, and dispositions.
5. Challenges you experienced and
what you learned from those
challenges;
6. Examples of best practices
related to this outcome.
b. Examples of best practices
related to this outcome.
Meets Standard
(35/35)
Approaching Standard
(20-34)
Unsatisfactory
(0 – 19)
Artifacts
35 points
1. There is a minimum of 1 artifact per
internship plan activity (3 total).
2. Each artifact is specific to the planned
activity and demonstrates successful
completion of the planned activity.
3. Each artifact is presented professionally
and clearly labeled to describe the work
completed or the source of the artifact.
One of the following is missing:
1. There is a minimum of 1 artifact per
internship plan activity (3 total).
2. Each artifact is specific to the
planned activity and demonstrates
successful completion of the
planned activity.
3. Each artifact is presented
professionally and clearly labeled
to describe the work completed or
the source of the artifact
Two of the following are missing:
1. There is a minimum of 1 artifact
per internship plan activity (3
total).
2. Each artifact is specific to the
planned activity and
demonstrates successful
completion of the planned
activity.
3. Each artifact is presented
professionally and clearly labeled
to describe the work completed or
the source of the artifact
Meets Standard
(10/10)
Approaching Standard
(5-9)
Unsatisfactory
(0-4)
Quality of items
submitted
10 points
The outcome reflection includes the
following quality elements:
1. Use of APA when citing sources
2. Proofread for spelling and grammar
3. Written in a professional voice
One of the three criteria is missing
1. Use of APA when citing sources
2. Proofread for spelling and grammar
3. Written in a professional voice
Two of the three criteria are missing
1. Use of APA when citing sources
2. Proofread for spelling and
grammar
3. Written in a professional voice
**## InternshipPlan.docx**
**EDL Internship Plan**
**Name of Intern: Date:**
I. Program Outcome 1 Vision, Mission, and Improvement: Collaboratively lead, design, and implement a school mission, vision, and process for continuous improvement that reflects a core set of values and priorities that include data use, technology, equity, diversity, digital citizenship, and community.
1. Participate on the School Leadership Team to review student achievement, attendance, and behavioral data and assist in monitoring progress toward the School Improvement Plan.
2. Assist administrators in communicating the school's vision and goals through faculty meetings, student assemblies, newsletters, and digital communication platforms.
3. Participate in administrative meetings to evaluate school improvement initiatives and recommend strategies to improve student achievement and school climate.
Performance Indicators: School Leadership Team meeting agendas and minutes, school improvement data reports, copies of school communication/presentation materials.
II. Program Outcome 2 Ethics and Professional Norms: Understand and demonstrate the capacity to advocate for ethical decisions and cultivate and enact professional norms.
1. Shadow the principal and assistant principals during student discipline conferences while maintaining confidentiality and observing the application of district policies, FERPA, Title IX, and ethical decision-making.
2. Review district administrators evaluation instruments, the Missouri Leadership Development System or the district administrator evaluation framework, Board of Education policies, and the school’s Code of Ethics to examine how administrators are evaluated on ethical leadership, professionalism, legal compliance, and decision-making.
3. Meet with the principal to discuss ethical dilemmas encountered in school leadership, student discipline, staff conflicts, equity issues, confidentiality, parent concerns, and legal compliance and analyze the decision-making process used to resolve each situation.
Performance Indicators: Administrator evaluation rubric highlighting professional responsibilities, ethical leadership, reflection journals documenting ethical leadership observations and decision-making, mentor versification of administrative shadowing and discussion with the principal.
III. Program Outcome 3 Equity, Inclusiveness, and Cultural Responsiveness: Develop and maintain a supportive, equitable, culturally responsive, and inclusive school culture.
1.Analyze student discipline, attendance, and achievement data to identify equity gaps among student groups and present findings with recommendations to the school leadership team.
2. Shadow the principal during leadership decision involving student placement, master scheduling, resource allocation, or staffing to examine how administrative decisions promote equitable opportunities for all students.
3. Develop and initiate an action plan with the principal to address one identified equity concern: attendance disparities, discipline disproportionality, and access to advanced coursework, including measurable goals, implementation steps, and methods for monitoring progress.
Performance Indicators:
Equity data analysis report, written action plan with implementation timeline, leadership meeting agendas/notes, reflection journal documenting leadership decisions, and mentor verification of participating in equity planning.
IV. Program Outcome 4 Learning and Instruction: Evaluate, develop, and implement coherent systems of curriculum, instruction, data systems, supports, and assessments.
1. Conduct classroom walkthroughs with administration using the district’s instructional observation tool to collect evidence of instructional practices, student engagement, classroom management, and alignment to curriculum standards. Analyze the collected data with administrators to identify instructional trends and recommend areas for professional learning.
2. Participate in Professional Learning Community (PLC) meetings by analyzing student assessment data with teacher teams, identifying instructional strengths and learning gaps, and assisting in the development of data-driven instructional actions plans to improve student achievement.
3. Collaborate with administrators to design and facilitate a professional development sessions and instructional improvement initiative based on classroom walkthrough data and student achievement data, including follow-up planning to monitor implementation and effectiveness.
Performance Indicators:
Classroom walkthroughs documentation and trend analysis, PLC meeting agendas/data analysis notes, professional development plan/presentation materials, instructional improvement action plans, and reflection journal and mentor verification.
V. Program Outcome 5 Community and External Leadership: Engage families, community, and school personnel in order to strengthen student learning, support school improvement, and advocate for the needs of their school and community.
1. Lead the planning, coordination, and evaluation of a family engagement event with the administrative team, including developing goals, coordinating staff responsibilities, and evaluating participant feedback to improve future events.
2. Collaborate with administrators to develop and enhance a schoolwide college and career initiative by analyzing participation data, identifying barriers to student access, and recommending strategies to increase family engagement and student participation.
3. Establish and strengthen partnership with community organizations by participating in meetings with community stakeholders, identifying available resources, and assisting administrators in developing agreements and programs that support student achievement and school improvement.
Performance Indicators:
Family engagement event agendas/evaluation summary, college and career readiness improvement plan, community partnership documentation, reflection journal, and mentor verification.
VI. Program Outcome 6 Operations and Management: Improve management, communication, technology, school-level governance, and operation systems to develop and improve data-informed and equitable school resource plans and to apply laws, policies, and regulations.
1. Observe and participate with administrators in the development of the master schedule, including analyzing staff needs, student enrollment data, and course offerings to understand how scheduling decisions support student achievement.
2. Assist administrators in planning, coordinating, and evaluating a school emergency drill and safety exercise by participating in pre-planning meetings, helping organize staff responsibilities, collecting feedback after the drill, and recommending improvements to school safety procedures.
3. Meet with the school administrators to examine budgeting, resource allocations, purchasing procedures, and operational decision-making, and analyze how fiscal decisions support improvement priorities.
Performance Indicators: Master scheduling notes, emergency drill planning documents/after-action reflection, budget/operations reflection, and mentor verification.
VII. Program Outcome 7 Building Professional Capacity: Build the school’s professional capacity, engage staff in the development of a collaborative professional culture, and improve systems of staff supervision, evaluation, support, and professional learning.
1. Collaborate with the principal to plan, organize, and co-facilitate a professional development session aligned with school improvement goals. Assist in developing the agenda, instructional materials, and participant evaluation tools.
2. Analyze teacher feedback, student achievement data, and school improvement goals with administrators, to identify professional learning needs and assist in developing a year-long professional development plan.
3. Participate in instructional coaching and teacher mentoring conversations with administrators and reflect on leadership strategies used to promote teacher growth, continuous improvement, and professional accountability.
Performance Indicators: Professional development agenda/presentation materials, professional development needs assessments, coaching observation notes, reflection journal and mentor verification.
**Plan reviewed and approved by:**
**On-site Mentor _____________________________________ Date ___________________**
**College Supervisor ___________________________________ Date____________________**