UCAPP 1ST YEAR INTERNSHIP EVALUATION RESULTS—EAST HARTFORD

FALL 2010

During the fall semester of the 2010-2011 school year, UCAPP developed a standards-based instrument to gather data by requesting supervisors to complete an evaluation on each candidate employing an online application system (i.e., Checkbox). Results for the entire program have been aggregated across 32 students participating in 27 internship sites. The purpose of this report is to display the overall results for 12 individuals within the East Hartford cohort. The quantitative results have been analyzed by presenting frequency distributions. The qualitative responses are reproduced per verbatim except students’ and/or location were omitted.

Internship Sites for the Fall 2010

GlastonburyHartford (2)Newington Regional School District #17StaffordSuffieldWest Hartford

1st major goal established for this internship (8 responses):

Master Schedule review

Providing an authentic experience in high school building leadership

Develop and articulate a vision for learning which is responsive and reflective of the school and community needs

Develop and articulate a vision for learning

To discover substance about his mentor's philosophy of education, his leadership style, and the district in general

CMT data collection and collation

Data-driven decision making

Positive Behavior Support Implementation

2nd major goal established for this internship (8 responses):

Email Protocols

Developing an understanding of the decision making process as part of building administration

Demonstrate the knowledge and application of developmental supervision and its role in supporting a successful school culture

ISS Curriculum /behavior change and student responsibility

Demonstrate the knowledge and application of developmental supervision

To realize his mentor's philosophy of supervision through observation

Special education

Teacher evaluation

3rd major goal (as applicable) established for this internship (7 Responses):

Student Advisory Program

Experience all aspects of leading the school program

Understand the importance of leadership and the application of a theory of action in establishing and sustaining an effective learning environmentSRBI

Understand the importance of leadership and the application of a theory of action

To practice a supervision cycle juxtaposing tactics from both the mentorship site and the UCAPP literature.

Student assessment

Please answer the degree to which the candidate met the standard in this internship at the building and district level.

The following scale was used:

1 = not at all prepared; 4 = extremely well-prepared; N/A = Not Applicable

Building Level District Level 1 2 3 4 N/A 1 2 3 4 N/A

Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by facilitating the development, articulation, implementation, and stewardship of a school or district vision of learning supported by the school community.Develop a vision 0

(0.0%)0

(0.0%)3

(37.5%)5

(62.5%)0

(0.0%)0

(0.0%)0

(0.0%)1

(12.5%)1

(12.5%)6

(75%)Articulate a vision 0

(0.0%)0

(0.0%)3

(37.5%)5

(62.5%)0

(0.0%)0

(0.0%)0

(0.0%)1

(12.5%)1

(12.5%)6

(75%)

Implement a vision 0(0.0%)

0(0.0%)

3(37.5%)

5(62.5%)

0(0.0%)

0(0.0%)

0(0.0%)

1(12.5%)

1(12.5%)

6(75%)

Steward a vision 0(0.0%)

0(0.0%)

3(37.5%)

5(62.5%)

0(0.0%)

0(0.0%)

0(0.0%)

1(12.5%)

1(12.5%)

6(75%)

Promote community involvement in the vision

0(0.0%)

0(0.0%)

3(37.5%)

4(50%)

1(20%)

0(0.0%)

0(0.0%)

1(12.5%)

1(12.5%)

6(75%)

Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by promoting a positive school culture, providing an effective instructional program, applying best practice to student learning, and designing comprehensive professional growth plans for staff.Promote positive school culture 0

(0.0%)0

(0.0%)3

(37.5%)5

(62.5%)0

(0.0%)0

(0.0%)0

(0.0%)1

(12.5%)1

(12.5%)6

(75%)Provide effective instructional programs

0(0.0%)

0(0.0%)

2(40%)

6(75%)

0(0.0%)

0(0.0%)

0(0.0%)

1(12.5%)

1(12.5%)

6(75%)

Apply best practice to student learning

0(0.0%)

0(0.0%)

1(12.5%)

7(87.5%)

0(0.0%)

0(0.0%)

0(0.0%)

1(12.5%)

1(12.5%)

6(75%)

Design comprehensive professional growth plans

0 (0.0%)

0(0.0%)

3(37.5%)

3(37.5%)

2(25%)

0(0.0%)

0(0.0%)

1(12.5%)

1(12.5%)

6(75%)

Building Level District Level1 2 3 4 N/A 1 2 3 4 N/A

Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by managing the organization, operations, and resources in a way that promotes a safe, efficient, and effective learning environment.Manage the organization 0

(0.0%)0

(0.0%)2

(25%)5

(62.5%)1

(12.5%)0

(0.0%)0

(0.0%)1

(12.5%)1

(12.5%)6

(75%)Manage operations 0

(0.0%)0

(0.0%)2

(25%)4

(50%)2

(25%)0

(0.0%)0

(0.0%)1

(12.5%)1

(12.5%)6

(75%)Manage resources 0

(0.0%)0

(0.0%)2

(25%)4

(50%)2

(25%)0

(0.0%)0

(0.0%)1

(12.5%)1

(12.5%)6

(75%)Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by collaborating with families and other community members, responding to diverse community interests and needs, and mobilizing community resources.Collaborate with families and other community members

0(0.0%)

0(0.0%)

3(37.5%)

2(25%)

3(37.5%)

0(0.0%)

0(0.0%)

1(12.5%)

1(12.5%)

6(75%)

Respond to community interests and needs

0(0.0%)

0(0.0%)

3(37.5%)

3(37.5%)

2(25%)

0(0.0%)

0(0.0%)

1(12.5%)

1(12.5%)

6(75%)

Mobilize community resources 0(0.0%)

1(12.5%)

3(37.5%)

1(12.5%)

3(37.5%)

0(0.0%)

0(0.0%)

1(12.5%)

1(12.5%)

6(75%)

Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by acting with integrity, fairly, and in an ethical manner.

Acts with integrity 0(0.0%)

0(0.0%)

1(12.5%)

7(87.5%)

0(0.0%)

0(0.0%)

0(0.0%)

0(0.0%)

4(50%)

4(50%)

Acts fairly 0(0.0%)

0(0.0%)

1(12.5%)

7(87.5%)

0(0.0%)

0(0.0%)

0(0.0%)

0(0.0%)

4(50%)

4(50%)

Acts ethically 0(0.0%)

0(0.0%)

1(12.5%)

7(87.5%)

0(0.0%)

0(0.0%)

0(0.0%)

0(0.0%)

4(50%)

4(50%)

Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context.Understand the larger context 0

(0.0%)0

(0.0%)3

(37.5%)5

(62.5%)0

(0.0%)0

(0.0%)0

(0.0%)0

(0.0%)3

(37.5%)5

(62.5%)Respond to the larger context 0

(0.0%)0

(0.0%)4

(50%)3

(37.5%)1

(12.5%)0

(0.0%)0

(0.0%)0

(0.0%)3

(37.5%)5

(62.5%)Influence the larger context 0

(0.0%)0

(0.0%)4

(50%)3

(37.5%)1

(12.5%)0

(0.0%)0

(0.0%)0

(0.0%)3

(37.5%)5

(62.5%)

Building Level District Level1 2 3 4 N/A 1 2 3 4 N/A

The internship provides significant opportunities for candidates to synthesize and apply the knowledge and practice and develop the skills identified in Standards 1-6 through substantial, sustained, standards-based work in real settings, planned and guided cooperatively by the institution and school district personnel for graduate credit.Substantial, sustained, standards-based work

0(0.0%)

0(0.0%)

4(50%)

3(37.5%)

1(12.5%)

0(0.0%)

0(0.0%)

0(0.0%)

2(25%)

6(75%)

Planned and guided cooperatively

0(0.0%)

0(0.0%)

3(37.5%)

4(50%)

1(12.5%)

0(0.0%)

0(0.0%)

0(0.0%)

2(25%)

6(75%)

Met requirements for graduate credit

0(0.0%)

0(0.0%)

3(37.5%)

4(50%)

1(12.5%)

0(0.0%)

0(0.0%)

0(0.0%)

2(25%)

6(75%)

Please rate the candidate in the following areas (5 responses):

The following scale was used:

1 = Ineffective; 2 = Below Average; 3 = Adequate; 4 = Above Average; 5 = Outstanding; N/A = Not Applicable

1 2 3 4 5 N/AInteraction with colleagues

0(0.0%)

0(0.0%)

1(12.5%)

2(25%)

5(62.5%)

0(0.0%)

Interaction with students

0(0.0%)

0(0.0%)

0(0.0%)

2(25%)

5(62.5%)

1(12.5%)

Interaction with parents

0(0.0%)

0(0.0%)

1(12.5%)

1(12.5%)

2(25%)

4(50%)

Interactions with subordinates

0(0.0%)

0(0.0%)

1(12.5%)

1(12.5%)

3(37.5%)

3(37.5%)

Oral communication skills

0(0.0%)

0(0.0%)

1(12.5%)

1(12.5%)

6(75%)

0(0.0%)

Written communication skills

0(0.0%)

0(0.0%)

0(0.0%)

2(25%)

6(75%)

0(0.0%)

Attention to personal growth

0(0.0%)

0(0.0%)

1(12.5%)

1(12.5%)

6(75%)

0(0.0%)

Ability to contribute independently

0(0.0%)

0(0.0%)

1(12.5%)

1(12.5%)

6(75%)

0(0.0%)

Leadership of groups 0(0.0%)

0(0.0%)

0(0.0%)

2(25%)

3(37.5%)

3(37.5%)

Dependability 0(0.0%)

1(12.5%)

0(0.0%)

1(12.5%)

6(75%)

1(20%)

Why? (5 responses):

The student was privy to all of the inter-workings of my office. I held nothing back from her regarding this work and she fully engaged in the process.We have both kept our promises to be most candid throughout all of our interactions.

The student has done an outstanding job of coming to this district with a great deal of background knowledge, asking excellent questions and seeking to know more about the our school community. She has always been organized, thoughtful and helpful in her internship and has made a very positive impact on the staff at Aiken School. I have found our conversations to be open, with opportunities for learning on both of our parts.

Ongoing for another year and a half; eagerly look forward to the continued cooperation and growth for BOTH of us!

The internship has not ended. The student will be with me for two years. We have only been working together for 3 months. This is what made rating the candidate so difficult. Questions were geared to the graduate, yet he is far from graduating. He will be with me all of this year as well as next year.

Why? (6 responses):

The candidate has the personal acumen and professional ambition to be an effective administrator.

The student is highly intelligent, articulate, and thoughtful. He is a natural leader - one who could guide an educational program of his choosing, once he decides that he is ready for the challenge.

The student demonstrates outstanding professional qualities in her role as literacy specialist and in her understanding of leadership. She will be an asset to any leadership position.

Intelligent, dependable, self motivated, follows through on tasks, great communicator and she GETS IT...important for education; both big and small picture. Would hire this intern in a second!My initial reads are YES. But as noted we have been together for a short period of time and we have a much longer time to work and interact with one another.

Need more experience with the intern prior to my recommendation.

What do you feel are the strengths of this internship? (8 responses):

Open access to all aspects of administration

The organization, follow up, and design are excellent.

The intern came to this district from a neighboring district fully versed on the various components of excellent literacy instruction, how to implement professional learning communities, and SRBI. She has shared her extensive knowledge with members of my staff and has also been willing to learn the various facets of a Principal's role. We have shared resources with each other as a means of refining our skills as leaders.

The coordinator for program is excellent; strong candidates.

The intern is a bright person who is focused and opens to new ideas.

Obviously pairing someone up for a two year period so the candidate has ample time to learn the intricacies and diverse nature of administration.

Intern is well versed in educational issues.

The intern is reflective and shows promise in the area of building leadership. I have enjoyed working with him -- he is a quick study and appreciates the finer detail of how building systems work together (or not) toward the larger goal of student achievement.

Please share any ways in which you feel the internship experience can be strengthened or modified for improvement. (24 Responses)

More time.

Cause interns to spend entire consecutive days for a significant period of time in their assigned schools.

It has been hard to allocate the time to make sure the intern has time to be here for various activities, particularly with the role she has as literacy specialist in her school. Providing additional hours in her home school setting would also assist in helping her to meet the internship expectations.

This year has not been a problem but in the past, if sending school system does not give release time, it is difficult to form any type of relationship. I DO NOT have the problem this year.Not sure as yet.

Very difficult with the out of district placement to allow the intern into the working culture of the school.

Time is always an issue -- it is very difficult for interns to get to their internship site. I'm not sure how this can be improved, but it must somehow be addressed.

What is the one significant thing that you learned during this internship experience? (4 Responses):

I learned that, no matter how daunting a new experience may be for the adult learner, some will find inspiration in the challenge!

It has been an excellent opportunity for me to collaborate with someone of the candidate’s professional caliber. We have shared many ideas with each other that have benefitted my school and staff. Her input and insight have helped me in crafting the model for continuous improvement.The fresh look at systems we have at our school has been a great benefit to our overall program. The intern offers and is comfortable sharing and taking part in discussions and this has been a great support and addition to our school climate as we move forward.

The learning was more about the flexibility it takes on the part of the candidate's employer to provide the necessary time to allow the candidate to visit the mentor's school for sessions that would benefit the candidate.

How did this experience help you be more reflective about your own practice? (7 Responses):

It gave me a fresh perspective, as I explained the reasons for the multitude of actions and decisions that I execute each day.

This experience has allowed me to put into words all that I do every day as a building Principal. It has also provided me with the opportunity to reflect on my leadership practices and discuss other perspectives in the leadership process. The internship is a powerful tool for identifying and sharing effective strategies in leadership and supervision.

As the candidate offers her fresh viewpoint, it causes me and other administrators to think about how and why we have been doing things and to step up or make changes as needed!

Communicating with potential leaders is important

It creates an environment whereby you articulate your actions, procedures, and processes for the benefit of the candidate as opposed to merely responding and reacting.A focus on how and why I do things.

The student sometimes asked questions that forced me to articulate my thoughts, philosophy and vision for the building. In the "busy-ness" of administrative life, sometimes we don't pause often enough to do this....

If there is something else that you would like to share, please do so. (2 responses):

I would recommend that we look at the internship model currently used by candidates in UCONN's school counseling program and examine the value of reporting to the internship site daily for a period of time.

This student has been the strongest UCAPP candidate I have worked with, exemplary in every way. She will be a wonderful asset to our profession and I would gladly work alongside her. Thank YOU for placing her with us at our school!