Here is my assignment, I couldn't figure out how to copy the file:(
Frustrataed.....
Week 2 Assignment: Transfer Theory, Preparing for Leader Interview, Vita Development and Continue Designing Your Intern Plan
Overview
Last week, you explored some assessments designed to identify your district leadership strengths, as well as areas for improvement. This background information and self-assessment will help you this week as you begin development and design of your comprehensive intern plan. This week, we will also ask you to continue to post reflections to your blog and the faculty blog. You will also have items to add to your wiki as you continue to find ways to integrate and include technology in your leadership development.
The first assignment for this week requires you to carefully review this week’s lecture and explain the importance of transfer theory and discuss how transfer theory applies to our Superintendent certification requirement that you have at least one year of leadership experience.
Your second assignment this week requires you to interview the Superintendent of your district or interview another member of the district leadership team. You will schedule an interview and ask district leaders questions related to their leadership styles, strategies, and experience. The interview will help you gain insight into not only what they believe are the essential skills of a leader, you will also be able to measure your own leadership knowledge and skills against those who currently hold positions of leadership in your learning environment. The professors recognize that scheduling interviews with district leaders can be very challenging and therefore you will have Weeks Two and Three to complete the interview portion of this week’s assignment. If additional time is needed to complete this assignment, please document your efforts in communication with your Instructional Associate and complete the assignment as soon as possible.
This week, you will also document your professional experience and accomplishments by developing or updating your professional vita. The vita is a vital tool for those aspiring to leadership positions. Developing a vita that highlights your leadership accomplishments not only provides those evaluating you for a leadership position a snapshot of who you are and what you will bring to the position, it also serves as a motivational tool for you to seek new opportunities for improvement and professional growth.
We urge students to review the Comprehensive Intern Plan described in Week One’s Assignment, as well as consider using the Action Research Templates (School or Professional Improvement Projects – SIP/PIP template) or Tool 7.1 Action Planning Template. You may also wish to use the district improvement plan as another source for planning your Intern Plan. Remember the Intern Plan covering the 3 Superintendent Domains, 10 Competencies, and the 38 activities from the School Leader Internship text. Remember, all of the templates are located in your course Resource Section.
Learning and Performance Outcomes:
1. Assess personal leadership strengths and needs, using the SBEC Superintendent Competencies Self-Assessment in order to develop a plan of action that addresses the knowledge and skills needed to be an effective leader.
2. Complete the TExES Superintendent Practice test using the TExES Preparation Manual – Superintendent located in the Resource section of the course, assess your competency proficiency, and use the results in developing your Superintendent Intern plan.
3. Create and interact on a blog and Wiki.
4. Create an account and use the TK20 Electronic Portfolio – this performance outcome is dependent on the completion of TK 20 planning with Lamar University.
5. Begin to develop and initiate an Internship Plan that addresses all of the TExES Superintendent and ELCC competencies and quality indicators.
Rubric
Use the following Rubric to guide your work on the Week 2 Assignment.
Tasks:
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Accomplished
30
The evidence suggests that this work is a “Habit of Mind.” The educator is ready to mentor others in this area.
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Proficient
19 – 21
The evidence suggests that performance on this work matches that of a strong educator.
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Needs Improvement
8 – 11
The evidence does not yet make the case for the educator being proficient at this task.
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Unacceptable
0
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Importance of Transfer Theory in Applying Leadership Experience
(3 points)
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Student provides the following:
Explanation of transfer theory of learning
Provides an example of transfer theory of learning
Describes why transfer theory applies to the requirement to have leadership experience
3 points
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Student successfully completes two of the following:
Explanation of transfer theory of learning
Provides an example of transfer theory of learning
Describes why transfer theory applies to the requirement to have leadership experience
2 points
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Student successfully completes one of the following:
Explanation of transfer theory of learning
Provides an example of transfer theory of learning
Describes why transfer theory applies to the requirement to have leadership experience
1 points
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None of the criteria was met or the assignment was not submitted
0 Points
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Leadership Interview
(13 points)
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Student conducts interview with your Superintendent or another district educational leaders; following the interview, the student will
provide an overall written reflection describing the interview process and paraphrases the leader’s responses to at least five answers that stood out to the student;
10 Points
Post the written reflection on his or her blog and reviews and comments on interviews from at least two other students’ postings.
3 Points
13 points Total
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Student conducts interview with your Superintendent or another district educational leaders; following the interview, the student will
provide an overall written reflection describing the interview process but paraphrases the leader’s responses to three or four answers that stood out to the student;
6 - 8 Points
Post the written reflection on his or her blog and reviews and comments on one interview from one other student postings.
2 Points
8 - 10 points Total
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Student conducts interview with your Superintendent or another district educational leaders; following the interview, the student will
provide an overall written reflection describing the interview process and paraphrases the leader’s responses to only one or two answers that stood out to the student;
2 - 4 Points
Post the written reflection on his or her blog and reviews but does not comment on interviews from any other student postings.
1Point
2 – 5 Points Total
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Vita Development
(11 points)
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Professional vita follows all guidelines outlined in the course text; student makes constructive comments and improvement suggestions for at least three other colleagues’ vitae.
Vita = 8 points
Constructive Blog Comments = 3 Points
11 Points Total
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Vita follows the majority of guidelines outlined in the course text; student makes comments and/or suggestions for 1 – 2 colleagues’ vitae.
Vita = 6 points
Constructive Blog Comments = 1 or 2 Points
7 – 8 Points Total
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Vita follows few of the guidelines outlined in the course text; student does not make comments and/or suggestions for colleagues’ vitae.
Vita = 4 points
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Assignment Mechanics
(3 points)
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Responses are relevant to course content; no errors in grammar, spelling, or punctuation.
3 Points
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Responses are relevant to course content; few errors in grammar, spelling, or punctuation.
2 Points
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Responses lack clarity and depth and/or include multiple errors in grammar, spelling, and punctuation, including APA errors.
1 point
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Week 2 Assignment, Part 1: Importance of Transfer Theory in Applying Leadership Experience
Please review the Week Two Interview lecture with Dr. Elvis Arterbury and Dr. Steve Jenkins discussing the importance of transfer theory of learning and describing how this theory applies to the program requirement that students have at least one year of leadership experience.
In the space below, you should provide the following:
· Explanation of transfer theory of learning
· Provide an example of transfer theory of learning
· Describe why transfer theory applies to the requirement to have leadership experience
Transfer Theory, a term I was not familiar with until this assignment, is such a simple idea yet has such profound implications. According to Dr. Elvis Arerbury, in our week 2 video, Dr. Madeline Hunter is responsible for making the statement, “transfer theory is the heart and soul of all learning.” The idea is that if you obtain knowledge and/or skills, they become automatic in our everyday life. That knowledge or skill than becomes an automatic response when a similar situation is encountered. Working with our students and staff it is our goal to teach them skills that will be applied to the real world and remain with them throughout their lives. In the sense that they are acquiring knowledge that will be the foundation for further learning. That’s where the “transfer” kicks in. If learning does not carry over and is not applied in other situations than we failed in our teaching.
Working with English language learners (ELL) is a great example of this theory. Students who come to US schools with a strong academic background are able to transfer that knowledge when acquiring English. In a way they are focusing on the language and vocabulary rather than the skill. For example, if the student knows how to read in their native language, Spanish, they don’t need to be taught to read in English. You only learn to read once. What they need to learn is the vocabulary, sentence structure and rules in English. Because we know how to read in English we can read Spanish. It doesn’t mean that you’ll understand what you read; it means that you are able to transfer your skill of reading English to Spanish reading. That applies to the other academic areas of science, math, and social studies. The student who knows geography in their native language merely transfers that knowledge and begins the process of acquiring the vocabulary in English. Knowing this when we work with ELLs it is our responsibility to use that child’s background knowledge when teaching them in English.
We also see how children of poverty are at a disadvantage compared to students who have had a variety of experiences due to their background of travel and enriched experiences provided by their parents. Students who come to school with varied background knowledge and experience are able to make connections and transfer that knowledge to different learning opportunities. The children of poverty come to us with limited background knowledge and experience, they have little to transfer. In this regard, it is the responsibility of educators to fill those gaps and create connections for our students. The Transfer Theory plays a huge part of true learning. We haven’t taught anything if our students cannot transfer their learning to their everyday life.
The idea that the transfer theory applies to the requirement to have leadership experience for acceptance into the superintendent certification program makes perfect sense to me. As a teacher there are too many instances and competencies that are not experienced in the classroom. Having 13 years experience as a district director made the principal certification program somewhat “easy” in that many of the competencies are part of my everyday responsibilities. It was effortless to complete many of the tasks and competencies because I performed them in my current job. The transfer theory evident in this situation. Anything dealing with leadership, curriculum, accountability, etc. are duties I have performed in my position as Director of ELL/LOTE/PreK. The competencies that were foreign to me had to do with facilities, crisis management and certain things that a campus principal would be familiar with and have no problem addressing. Reviewing the superintendent competencies are even more challenging due to the fact that my experience is lacking that of a campus principal. Where my experience over achieves that of a campus administrator is in curriculum and knowledge of PK- adult learning. I have been blessed in the opportunity to work with students and teachers at every level from PreK through adults. My experience in curriculum writing, accountability, program implementation and professional development has been an enormous asset in my studies for the principal certification and the superintendent certification as well.
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Week 2 Assignment, Part 2: Leadership Interviews
For your second Week 2 assignment, we strongly urge you to watch the interview with Dr. Bob Nicks, who provides answers to the 15 leadership questions below. This will help you prepare for your interview with your Superintendent or other district leader. You will schedule an interview and ask district leaders questions related to their leadership styles, strategies, and experience. The interview will help you gain insight into not only what they believe are the essential skills of a leader, you will also be able to measure your own leadership knowledge and skills against those who currently hold positions of leadership in your learning environment. Interviews will typically be 20 minutes in length and should be scheduled in advance.
The professors recognize that scheduling interviews with district leaders can be very challenging and therefore you will have Weeks Two and Three to complete the interview portion of this week’s assignment. If additional time is needed to complete this assignment, please document your efforts in communication with your Instructional Associate and complete the assignment as soon as possible.
The interview should elicit responses to the 15 questions provided below. You may ask additional questions if you so desire, or follow-up questions to the ones listed. If you ask additional questions, please note them at the end of the list. To help you complete the assignment, we urge you to take detailed notes during your interview.
Following the interview, you will:
- provide an overall written reflection describing the interview process and paraphrase the leader’s responses to at least five answers that stood out to the student;
- Post the written reflection on your blog and review and comment on interviews from at least two other students’ postings.
Interview Questions:
Preparation for Superintendent Interview – Questions also located in the Resource Section
In an effort to analyze the superintendent interviews, the professors have developed a series of questions that we recommend you use in interviewing your Superintendent. Several of the questions are based on the newly revised State Board for Educator Certification (SBEC) Superintendent Competencies.
In the Week’s Videos, we have posted an interview with Dr. Bob Nicks, an associate professor of Educational Leadership at Lamar, and an outstanding school superintendent has agreed to be our first interview for this new online course. We hope this interview may serve as an example for you as your prepare to interview your Superintendent.
Recommended Interview Questions:
1. What is your definition of leadership? Someone who can lead; has a vision, goals and the ability to bring a group together to accomplish those goals.
2. What are the positive aspects of being in a leadership position, like Superintendent? There are many positives; one main one is seeing the big picture for the school district; making it happen; and some fringe benefits…. I have the opportunity to go to lots of conferences in different states.
3. What are the negative or difficult aspects of being in a leadership position? You lose all your privacy; everyone knows everything about you and your family. My wife in particular has no privacy; she is under scrutiny 24/7. You’re “on” all the time, where ever you go. You have no friends. The friends I have are mostly superintendents. One thing I noticed early on is that the majority of superintendents are divorced or in second marriages.
4. What do you believe are the attributes of a good Superintendent? Honest, clearly defined vision, good communicator, able to lead.
5. Superintendent Competency 1 emphasizes the importance of integrity, fairness and ethical behavior. What does ethical leadership look like? By the books, I’m judged by my actions.
6. Competency 2 discuss the role of the superintendent in shaping campus culture by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the educational community. How do you work to develop a shared vision? Bring all the district community together and begin the process of a district strategic plan. We did this last fall and it should be completed by 2014.
7. Competency 3 discusses the importance of the Superintendent to communicate and collaborate with families and community members, respond to diverse community interests and needs, and mobilize community resources to ensure educational success for all students. How should a superintendent evaluate the effectiveness of communication strategies in the school district and encourage the engagement of the community to benefit all students? Strong communications department; superintendent blog; web site; through the strategic plan; LPC’s and leadership meetings.
8. Competency 4 focuses on the importance of the Superintendent responding to and influencing the larger political, social, economic, legal and cultural context, including working with the Board of Trustees, to achieve the district’s educational vision. How does the Superintendent build a good working relationship with the Board? The first thing I did was meet with each member for breakfast, lunch, etc. I wanted to know them as a person and for them to know me as a person first. I continue this practice to stay connected. Professional relationship, regular meetings – formal and informal.
The first 4 competencies looked at the Superintendent as Leader of the Educational Community. Competencies 5 – 7 examine the Superintendent as Instructional Leader.
9. Competency 5 examines the importance of the Superintendent planning and implanting strategic planning that enhances the teaching and learning, ensures alignment of the curriculum, curriculum resources and assessment; uses the current accountability system; and promotes the use of varied assessments to measure student performance. How does the Superintendent accomplish such wide ranging strategic planning?
With a lot of help from my friends; asst. superintendents; directors; coordinators; communication; community; teachers; and staff. There is constant communication, goal setting and timelines.
10. Competency 6 emphasizes how Superintendents must advocate, promote, and sustain an instructional program and a district culture that are conducive to student learning and staff professional growth. How does a Superintendent promote and sustain a district culture that emphasizes student learning and professional development? High expectations that are communicated constantly throughout the year. Ask for feedback, be open to new ideas and suggestions.
11. Competency 7 discusses the importance of the Superintendent implementing a staff evaluation and development system, and selecting appropriate models for supervision and staff development to improve the performance of all staff members. How do Superintendents address these issues aimed at improving the performance of all staff members? I hired an outstanding Associate Superintendent of Curriculum and Instruction. He is the district expert. I also rely heavily on my executive council. We meet weekly to discuss and address the daily workings of the district.
Competencies 8 – 10 focus on the Superintendent as Administrative Leader.
12. Competency 8 examines the importance of Superintendents knowing how to apply the principles of effective leadership and management in relation to district budgeting, personnel, resource utilization, financial management, and technology application. More or less, the Superintendent has an immense responsibility in carrying out these tasks. How should Superintendents approach the management of everything from budgets to technology applications? As a situational leader; look at what style of leadership is needed in that particular situation and apply my knowledge. As I mentioned earlier, executive council plays a huge role in the management of the district.
13. Competency 9 states that Superintendents must know how to apply principles of leadership and management to the district’s physical plant and support systems to ensure a safe and effective learning environment. What leadership and management principles help Superintendents supervise the physical plants and support systems to ensure a safe and effective learning environment? And please talk to us about developing organizational leadership skills. Make sure you hire an expert in the management of the physical plants and support systems. I can’t know all there is to know about everything. Therefore, I surround myself with the very best people and stay in constant contact with each of them. All systems are represented at the weekly executive council meetings.
14. Competency 10 addresses how Superintendents apply organizational, decision-making and problem-solving skills to comply with federal and state regulations and facilitate positive change in varied contexts. Please discuss the importance of organizational leadership, as well as decision-making and problem-solving skills in addressing these compliance areas and maintaining positive change. It’s important to be collaborative with your constituents, otherwise you won’t have buy-in. Decision-making and problem-solving skills come with experience. These are skills that can’t be taught you have to live them and learn from the good as well as the mistakes.
15. What additional experience, learning, or advice can you share to help me (our student’s) develop an effective internship? Balance. Yes, my job is 24/7, but I also have a sense of balance in my life. I work out regularly; it helps with stress and keeps me healthy. I find time for my family, I enjoy taking my daughter to dance class or soccer, what ever. These are things that help ground me and remind me of the importance to stay balanced.
REFLECTION: Please write a reflection on what you learned from your interview. Be sure to include at least five responses that stood out to you and explain why these responses seem so important. What did you learn from the interview that will improve your leadership knowledge and skills?
As are all school superintendents, mine is a very busy man. One of his greatest attributes is the encouragement of others to pursue more education. He has instilled this philosophy throughout the district from the onset of his appointment to superintendent three years ago. In doing this the district began different cohorts to address leadership growth. These include: asst/principal preparation (of which I participated last year during my principal program); principal preparation; and superintendent preparation (I’m presently participating). Our superintendent meets with us weekly beginning the first week in September. This gives me an opportunity to discuss any and everything pertaining to the program.
The superintendent asked me to e-mail him the interview questions and he addressed them in our first weekly meeting. The cohort consists of eight principals, two coordinators, on assistant principal and me (director). Although he did not answer the questions one by one, he talked about the many scenarios in the life of a superintendent. Thus, answering my questions. It was a fun and exciting experience, to see and hear about what goes on behind the scenes of a school district.
The first response that stood out to me was the superintendent’s answer to the positive aspects of being in a leadership position. He reflected that there are many positives, but the one that stands out for him is seeing the “big picture” for the entire school district. He thrives on the vision he helped create and watching it take place, making it happen. There various opportunities to travel around the country and learn from the best, but also see the sights along the way. He mentioned that the money wasn’t bad either.
The second response that was even more interesting was to the question of what are the negative or difficult aspects of being in a leadership position. In all honesty he said you lose all your privacy; everyone knows everything about you and your family. My wife in particular has no privacy; she is under scrutiny 24/7. You’re “on” all the time, where ever you go. You have no friends. The friends I have are mostly superintendents. One thing I noticed early on is that the majority of superintendents are divorced or in second marriages. I can’t be friends with you, because I might have to fire you.
Building a good working relationship with the Board was of great interest to me. Our superintendent has an outstanding relationship with the Board of Trustees; I was interested in how that relationship came to be. The first thing he said he did was meeting with each member for breakfast, lunch, etc. I wanted to know them as a person and for them to know me as a person first. I continue this practice to stay connected. It’s a professional relationship, yet it’s a much interconnected relation that must be nurtured and cared for with regular meetings – formal and informal. There must be trust and respect for each other and it’s his responsibility to ensure this is ever present.
Surprising to me was how the superintendent answered the question of how he approaches the management of everything from budgets to technology applications. He simply stated that as a situational leader he determines what style of leadership is needed in any particular situation and applies his knowledge to address the expertise needed. He acknowledged that his executive council plays a huge role in the management of the district.
The last bit of advice that he shared with us was sincere and came from his own experience. He said, “Balance.” Although the job is 24/7, you must also have a sense of balance in your life. He works out regularly; it helps with stress and keeps him healthy. He also recommended that we find time for our families; the simple things like driving your kids to practice or the movies, anything. These are the things that he said kept him grounded.
The thought of interviewing my superintendent gave me anxiety. All I could think about was how busy he is and how can he take time out of his busy schedule to answer questions that all interns ask. I was pleasantly surprised that he did find the time and patience to answer my questions and give me advice that only a person who is or has been a superintendent can provide. Another lesson learned is that no matter how big and powerful your position is there is always time to work with others who strive to better themselves. I am fortunate to work for someone of this caliber.
Week 2 Assignment, Part 3: Vita Development
This assignment requires you to develop a professional vita. A sample vita, guidelines, and frequently asked questions (FAQ’s) are included in your School Leader Internship text in Appendix A.1 (pages 125 – 134). Review all guidelines, especially pages 128 - 132, describing recommended guidelines for the development of your vita; also review the FAQ’s, as well as your Week 2 lecture, prior to organizing and writing your vita.
When you are finished, post your vita on your blog, as well as posting it in the space below. We are also asking you to review the vitas from at least three other colleagues, and post constructive comments on their respective blogs. This will allow the other members of your group to review your vita and make comments and suggestions for improvement. Comments may pertain to content or format, or be general overall impressions. Be constructive and professional with all comments.
Following a review of comments, you may wish to consider making revisions to your vita. In Week 4, you will be asked to reflect on the constructive comments made on your vita, and identify what if any changes you made to your vita based on the comments. You will post the vita in your electronic portfolio; using TK 20 (instruction to using TK 20 will be provided). Your vita is an on-going report of your professional development and growth, so you will be expected to update your vita again by the end of this program. By the end of Week 5, you will be asked to post your Vita, along with your comprehensive intern/practicum plan, in your electronic portfolio.
In the space below, post your vita using the criteria outlined in your lecture and text. (Note: It is strongly recommended that you create your professional vita in a separate Word document, and save it to your desktop so that you can go back and update it as needed. Name the Word document “Professional Vita.” When you are finished, copy the text from the Word document and paste it in the space below.)
Yvonne Mora Davault
5508 Vicksburg Drive, Arlington, Texas 76017
Education/Certification
M.Ed. Bilingual/ESL Education, Texas Wesleyan, Fort Worth, Texas, 1995
BA Physical Education/Health, University of Texas El Paso, El Paso, Texas 1979
Principal Certificate Lamar University 2012
Teacher Certificate All-Level Health and Physical Education (PK-12th), Texas
Elementary Self-contained, (1-8), Texas
Elementary Physical Education, (1-8), Texas
Secondary Health and Physical Education, (6-12), Texas
Secondary Health Education (6-12), Texas
Bilingual/ESL, (PK-12)
Administration and Leadership
Experience
Director of ELL, LOTE, PK, Adult Ed.
Mansfield ISD, Mansfield, Texas
2000 - Present
v Oversee and maintain the Dual Language/ESL, LOTE, PK and Parent Ed. Programs
v Maintain federal , state (TEA), and local Dual Language/ESL, LOTE, PK compliance guidelines
v Implemented and maintain MISD Dual Language-One Way Program, (PK-6th grade)
v Implemented and maintain high school, middle school and intermediate school Newcomer Program
v Implemented and maintain Russian, Latin, Chinese Mandarin and American Sign Language Continue to maintain Spanish, French and German
v Implemented and maintain AP Middle School Spanish
v Implemented and maintain MISD Adult ESL Program
v Provide staff development for Dual Language, ESL, Sheltered , LOTE, and PK teachers district-wide
v Recruit and work closely with the Human Resources department to project staff for campuses and participate in the interview process for ELL positions
v Organize and oversee the curriculum writing of ESL (K-12) and Spanish
Bilingual/ESL Specialist
Arlington ISD, Arlington, Texas
1995 -2000
v Served as the assistant to the Coordinator of Bilingual/ESL
v Served over 300 Bilingual/ESL teachers and over 8000 LEP students
v Facilitated the textbook adoption process for district Spanish content and ESL textbooks
v Provided staff development and training for district teachers of ELL
Teacher Experience
Bilingual Teacher, 1st and 6th grade,
Arlington ISD, Arlington, Texas
1992-1995
v Grade-level team leader
v Served on the Spanish content textbook adoption committee
Teacher 2nd grade
Fort Worth ISD, Ft. Worth, Texas,
1986-1990
v Grade-level team leader
v Participated in the Writing Workshop for students
v Provided Spanish translation for the campus
Bilingual Teacher, 3rd/6th grade
El Paso ISD, El Paso, Texas
1985 – 1986
v Used a variety of ELL Strategies and methods to create student interest
v Worked with fellow team members to create a cohesive learning community
v Promethean and Slate (Smart Board) Training, MISD, 2011
Additional Training/Professional Development
Promethean and Slate (Smart Board) Training, MISD, 2011
“Margaret Kilgo - Data Driven Decision Making Process,” MISD, 2010
“The Curriculum Management Improvement Model Level I Audit Training,” CMSI, 2009
Presentations
Davault, Y. (2011, February). iTouch – iLearn . Presentation at NABE – National Association for Bilingual Education, New Orleans, LU.
Davault, Y. (2010, March). Design, Implement and Invigorate Training for Mainstream Teachers. Presentation at International TESOL – Teachers of English to
Speakers of Other Languages, Boston, MA.
Davault, Y. (2010, March). iTouch…iLearn Implementing the iPod touch in 21st Century Classroom. Presentation at COSN – Consortium for School Networking 15th Annual Conference, Washington, DC.
Professional Affiliations
National Association for Bilingual Education, 2000 – Present
Texas Association for Bilingual Education, 2000 – Present, Past Board Member,
Bilingual Education Association of the Metroplex, 2000 – Present, Past President, (Legacy Award, 2009)
International Teachers to Speakers of other Languages, 2000 - Present
Texas Teachers to Speakers of Other Languages, 2000- Present, Current President (TESOLER of the Year, 2010)
Association of Supervision and Curriculum Development, 2000 - Present
Texas Association of School Administrators, 2005 – Present
References
References will be included on the following page, if requested.
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Course Embedded Logs
This week’s assignment has two course embedded logs or journals that students will need to complete and add to their electronic portfolios.
The two logs include the following found in your portfolio:
Domain II- Competency 6 Professional Staff Evaluation & Development
Course-Embedded Internship Log – 1 Vita Development
Students are provided 4 hours of credit for developing your vita. Since you may not complete your draft vita until you review comments from other students, you may wish to complete this log in Week 4 or 5.
Domain I- Competency 2 Comprehensive Development of District Vision and Culture
Course-Embedded Internship Log – 1
This activity provides the students an opportunity to report on the preparation and completion of the interview with a district leader. This provides the student with an additional 4 hours of course-embedded leadership experience.
