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Carson-Newman College

PRACTICUM/INTERNSHIP HANDBOOK

2010-2011 (REVISED)

SCHOOL OF EDUCATION DIVISION OF EDUCATIONAL LEADERSHIP

Dr. Sharon Teets, Dean

Dr. Earnest Walker, Director

The purpose of this handbook is to assist candidates in the comprehension of the Practicum/Internship Program, and to serve as a resource for understanding and implementing the

ISLLC/TILS Standards

2TABLE OF CONTENTS

INTRODUCTION Page 4 Purpose Page 4 Mentoring Role Page 4 Mission Pages 4-5 Program Overview Page 5 Expectations Page 6 ROLES OF PARTICIPANTS Pages 6-9 The Mentor Page 6-7 Mentor Obligations Page 7 Objectives Page 7 The Candidate Page 8 The Program Director Pages 8 The Instructor and Field Supervisor Page 9 DETAILS OF EXPERIENCE Pages 9-10 Leadership Activities Page 10 Long Term Project Pages 10-11 Assessment and Evaluation Page 10 Grade Page 10 APPENDICES Pages 11-41

3APPENDICES

APPENDIX A: POTENTIAL PRACTICUM ACTIVITIES Pages 12-13 APPENDIX B: PROPOSED LONG-TERM PROJECT FORM Page 15 APPENDIX C: ABSTRACT FORMAT FOR REPORTING RESULTS OF LONG TERM PROJECT Page 17 APPENDIX D: TENNESSEE INSTRUCTIONAL LEADERSHIP STANDARDS RATING FORM Pages 19-26 APPENDIX E: INTERN ASSESSMENT OF THE ISLLC PERFORMANCE STANDARDS Pages 28-34 APPENDIX F: PRACTICUM ACTIVITIES RECORD Pages 35-41

4INTRODUCTION

PURPOSE

The central theme of the Practicum/Internship is the role of you, the practicing administrator. In your position as a successful, practicing leader, you are placed on the front line of service for the benefit of both students and staff. As such a leader, you are continually required to demonstrate an advanced level of “people skills,” and decision-making ability, in both leadership and management. We believe the extensive knowledge and experience you have amassed as an educator can be imparted to the candidate by means of a planned mentorship program. By your agreement to assume this role for the intern, the candidate is afforded the opportunity to work in an actual school setting, learning the keys to school operations by mirroring much of your leadership behavior. It is our belief that educational leadership programs should create a practice-oriented approach, grounded in experiential learning in successful school settings. Therefore, the Practicum/Internship Program at Carson-Newman College is designed to, with your assistance, lead aspiring administrators in a realistic setting to a point where they are able to grasp an understanding of the relationship between the deals expressed in educational theory and the formulation of concepts that are applicable to the leadership of real world schools. We request you to implement a wide range of activities for the intern that will allow them to acquire the skills demanded of a leadership position. These may include experiences such as service on committees, participation on multidisciplinary teams, involvement in parent-teacher organizations, attending professional conferences or workshops, school board meetings or funding body meetings, or other governmental agency functions, and many more. The main point to be made concerning this experience is that it must be a rigorous, meaningful and continuous event. A comprehensive list of possible activities is included in this document. Over time the experience gained through these “on the job” administrative encounters, coupled with dedicated and thorough work in the college classroom will provide the candidate with the proficiency needed to become a leader of tomorrow. MENTORING ROLE The Microsoft thesaurus defines a mentor as: teacher, advisor, tutor, guru, and guide. A definition we like even better for our mentors is that of “role model.” However, no matter how it is defined, the mentoring role is the most important aspect of the Practicum/Internship experience. The mentoring administrator should meet weekly with the intern to discuss and assist with the interpretation of observations, encourage reflection and provide feedback to support learning. During the meeting the mentor poses questions to assess the quality of the intern’s analysis, suggests additional probing questions and helps the intern identify opportunities to enhance the observation experience. MISSION The mission of the Educational leadership Program is to provide today’s educators with the unique skills necessary to become tomorrow’s administrative professionals.

To provide the intern with the experience of carrying out administrative responsibility. The most effective means of learning how to successfully execute a responsibility is to experience the opportunity to perform the engendering activity. The design of the Practicum/Internship Program is structured to have the candidate receive performance instructions from the mentor and to encourage candidates to perform mentoring assignments themselves.

To guide the intern in understanding and evaluating theory in terms of practice. Sometimes it is

easy to rationalize “what we would do” if we were in a position to make a controversial decision,

5compared to the conclusion actually made by the responsible person. The idea behind this objective is to allow the candidate to be placed in a position where the details of both the pros and cons are made available for consideration. Often a theory we are considering as a solution is only one aspect of solving a problem: while the decision of how to make a practical application of the idea is another. The purpose of this objective is to have the intern experience the connection between the two.

PROGRAM OVERVIEW EDUCATION 575

The Practicum/Internship Program is designed to prepare leaders for the schools of the twenty-first century. The intern, under the guidance of the Carson-Newman College education instructor, field supervisor, and a practicing administrator/mentor, complete a minimum of 5 hours of practicum work per week for an accumulation of 150 hours annually. It is suggested that one hundred of these hours be spent in time devoted to the candidate’s home school, and fifty hours in schools of other grade settings. In some cases, the additional hours may be spent with a central office administrator. Field supervisors with previous administrative experience will be assigned to monitor the progress of the intern, and to work with the mentor/candidate on a regular basis. Current leadership class instructors will also provide an avenue for regular reporting of the progress of the ongoing practicum experience. The Director of Educational Leadership or the class instructor will assist with any problems that may arise in the practicum experience. The Program has four major components: (1) the practicum spent with the school administrator; (2) the exchange of ideas between the mentor and the intern; (3) the interaction of the intern and mentor with college educational leaders; and, (4) the development of the e-portfolio. The program is fashioned along the order of standards developed by the Interstate School Leaders Licensure Consortium (ISLLC); the State of Tennessee Instructional Leadership (TIL) Standards; and in year two will include the Technology Standards for School Administrators (TSSA). The arrangement of these standards are purposefully aligned and placed foremost in importance to the Practicum/Internship experience. These standards capture many of the proficiencies required of an effective administrator. Both the year-long and two year-long Practicum/Internships are designed to complement these standards and address the peculiarities inherent to the rewarding profession of educational administration. Contained in this document are instruments designed to assist the mentor in assessing the progress of the intern toward an understanding these standards. The Practicum/Internship will be under constant review to ensure alignment of the program with the institutional mission of Carson-Newman College and that of the Tennessee Department of Education.

PROGRAM OVERVIEW

ALL LEADERSHIP CLASSES OTHER THAN EDUCATION 575

Essentially all of the Program Overview presented on page 3 applies to the practicums for all other classes. However, the intern is required to complete 25 practicum hours with a mentor for each class. Reports and evaluations are necessary for each practicum and should be completed by the mentor upon completion of the practicum hours.

6EXPECTATIONS

Leaders seem to almost instinctively understand unique situations and utilize varied types of discriminate thinking when solving problems that come up on a daily basis. One set of circumstances may require a certain approach to solve, while another incident, under different conditions, will require an entirely different approach. To put it a different way, one problem may require a firm stance to resolve, while another may mean the leader has to take a tactful standpoint to diffuse the issue. To compromise is not a weakness: it has been said that, “discretion is the better part of valor.” Administrators find this to be true nearly every day, whether dealing with students, parents, or teachers. Knowing when to compromise and when to stand firm is the mark of a great leader. The successful leader is therefore, sometimes known as a “problem solver.”

These are examples of the kind of lessons the intern is expected to learn from you, the practicing “role model.” Therefore, mentors are asked to provide the opportunity for many varied leadership experiences that will serve to help prepare the candidate for success when the opportunity comes that will enable him/her to move to that level.

ROLES OF PARTICIPANTS

THE MENTOR The Microsoft thesaurus defines a mentor as: teacher, advisor, tutor, guru, guide. A definition we like even better for our mentors is that of “role model.” However, no matter how it is defined, the mentoring role is the most important aspect of the Practicum/Internship experience. The mentoring administrator should meet weekly with the intern to discuss and assist with the interpretation of observations, encourage reflection and provide feedback to support learning. During the meeting the mentor is asked to pose questions to assess the quality of the intern’s analysis and suggests additional probing questions to help the intern identify opportunities to enhance the observation experience. The role of the mentor includes meeting with the Education Leadership Program Director, the class instructor, or the field supervisor for the assignment of administrative activities, guiding the intern, and assessing progress of the intern. It is recommended that the mentor introduce the intern to the faculty as nearly as possible to the beginning of the school year and explain the function and duties of the intern (in some cases the intern will not be enrolled in the Practicum/Internship program until after school is underway. In these instances, an explanation of responsibilities should be made to the staff as soon as possible after the decision is made to mentor the intern). It is important that lines of communication be kept open between the mentor and the intern during the complete term of the experience. The mentor faces both challenges and opportunities in sponsoring an intern. The opportunities lie in being able to make a significant contribution to the field of education, since the intern's growth is strongly influenced by the mentor’s modeling ability. The challenges lie in the ability of the mentor to put the candidate to work in ways that make the candidate a valuable contributor to the school's operation and, at the same time, provide for the candidate the opportunity to master the many important competencies of the principalship. Mentors are expected to assist the candidate with a framework for proposed intern activities that meet the requirements of each standard for licensure, and to complete the Beginning Administrators Licensure Standards Assessment evaluation survey at the end of the Practicum/Internship experience. To facilitate this, the candidate's experience should include:

a wide range of experiences that help the candidate develop a building-level perspective, opportunities to observe the mentor in a variety of situations, duties of increasing responsibility as the year progresses, responsibility for at least one major project which will make a special contribution to the school's

program,

7 research of grants and grant writing etc.

Mentors are encouraged to maintain close contact with the Carson-Newman College representatives connected to the Practicum/Internship Program (865-471-3445; [email protected]), and are expected to personally spend a minimum of one hour per week with candidates, while the intern is performing another four hours per week in activities the same as, or similar to those on the potential practicum activities list (which is a part of this document). You are also asked to complete the assessment documents in relation to the perceived progress the intern is making in his/her effort to learn the role of a school administrator within time frames suggested by the guidelines with each document. MENTOR OBLIGATIONS

Mentors are expected to personally spend a minimum of one hour per week with candidates, while the interns are performing another nine hours per week in activities the same or similar to those on the potential practicum activities list, which is a part of this document.

OBJECTIVES

To enable the intern to learn from the experiences of the mentor. Mentors are successful practicing

administrators. The intern candidate is in a position to readily observe and participate in a multitude of activities performed daily by the mentor. This type of exposure provides the candidate with the best possible scenario of “having the cake and eating it too.”

To help the intern develop a professional disposition. The successful administrator will automatically

model professionalism in its highest form. The candidate is in a position to observe and absorb the behavior of the mentor. At the heart of professional conduct are the ISLLC and BAL Standards. By modeling these on a daily basis, the mentor becomes a role model for the intern.

To enable the intern to develop a thorough understanding of the ISLLC/BAL/TSSA standards. It is

imperative that all candidates acquire a thorough understanding of the cited standards. In order for the placement to prove successful, the mentor, class instructor and field supervisor must work together in combination with the candidate to achieve this goal.

To provide the intern with an opportunity to analyze aspects related to the role of the practicing

school administrator. The quality of most decisions made by school administrators depends on the amount of information available. i.e., if we are not privy to the specific details of a situation, we cannot reach a fully informed conclusion. By allowing the intern to work closely with the mentoring administrative leader, there will be more opportunity for the candidate to better understand how operational decisions are made. Therefore, the intern is able to gain more insight into the basic tenets of decision-making and problem solving.

To provide the intern with the experience of carrying out administrative responsibility. The most

effective means of learning how to successfully execute a responsibility is to experience the opportunity to perform the engendering activity. The design of the Practicum/Internship Program is structured to have the candidate receive performance instructions from the mentor and to encourage candidates to perform mentoring assignments themselves.

To guide the intern in understanding and evaluating theory in terms of practice. Sometimes it is

easy to rationalize “what we would do” if we were in a position to make a controversial decision, compared to the conclusion actually made by the responsible person. The idea behind this objective is to allow the candidate to be placed in a position where the details of both the pros and cons are made available for consideration. Often a theory we are considering as a solution is only one aspect of solving a problem: while the decision of how to make a practical application of the idea is another. The objective here is to have the intern experience the connection between the two.

8 THE CANDIDATE The Practicum/Internship program requires the candidate to work under the direction of a mentor for a minimum of 5 hours per week. Ideally, the intern will be assigned a wide range of administrative duties and responsibilities with corresponding authority. Opportunities for the candidate to assume a leadership role by participating in and observing the decision-making process are encouraged. The intern is also expected to seek exposure to leadership activities at both the elementary and secondary levels. The candidate must take the initiative to broaden his or her professional horizons, as this range of experience becomes available to support the K-12 Administrator License. The intern is required to e-mail weekly progress reports to the course instructor. Mentors may request a copy of these reports. Visits to the school sites provide opportunities for the intern and the instructor or field supervisor to evaluate the progress of the internship and discuss any existing concerns. Cooperation with the mentor is basic to the success of the Practicum/Internship experience. Therefore, candidates are advised follow the directions of the mentor regarding responsibilities assigned to the internship, and to avoid situations where they might become caught “in between” teachers and their mentoring administrator. It is essential that the intern keep privileged information confidential. If difficulties or problems arise during the Practicum/Internship, the issue should be brought to the attention of the class instructor as soon as possible. If the problem remains unresolved, a new mentor may be assigned or termination of the Practicum/Internship may be necessary. If the Practicum/Internship fails prior to completion, the student will be asked to provide a statement with reasons for the termination clearly detailed. Copies shall be forwarded to all parties involved, unless the intern is specifically directed to do otherwise by the Education Leadership Program Director. Candidates are not employees or agents of Carson-Newman College; therefore, worker’s compensation benefits are not provided to the intern in his/her capacity. The College provides guidance and facilitates Practicum/Internship activities only as a component of the educational experience and accepts no responsibility for loss, damages, or injury to persons or property caused by the intern or others while participating in the Practicum/Internship. The College is not responsible for matters beyond its control. The intern is required to provide personal liability, health and accident insurance. Neither the Trustees of Carson-Newman College nor the Leadership Program Director, any class instructor or field supervisor is responsible for any medical or legal expenses that may result from injury or illness sustained while participating in the Practicum/Internship. If an intern drives or provides a motor vehicle for transportation to or from the Practicum/Internship site or while performing Practicum/Internship duties, the intern is responsible for individual acts and the safety and security of the vehicle. The intern accepts full responsibility for insurance, and the liability of the driver and any passengers. The intern must comply with all regulations the local school system may have that require a limited criminal background check or record of other qualifying action to be on file prior to performing any Practicum/Internship duties. THE PROGRAM DIRECTOR The Educational Leadership Program Director is responsible for providing the candidates with orientation for the program, the provision of formal letters explaining the program to the administrators, and arranging frequency of visits to the participating schools for the instructor or field supervisor. In addition, the Program Director is responsible for the provision of any special training or directions to the mentoring administrator. Dealing with major problems that may develop with the program and any decision to terminate the placement rests with the Mentor and the Program Director.

9THE INSTRUCTOR AND FIELD SUPERVISOR Instructors and Field Supervisors will provide overall guidance for the candidates enrolled in the Practicum/Internship program. This includes oversight of the candidate's experiences, on-site visitations (minimum two per semester), and the coordination of the candidate’s activities with the mentoring administrator. The instructor will provide the ultimate assessment of the intern. This decision will be made using formative evaluation results acquired from the mentor, the intern, personal observations and the field supervisor’s reports. Throughout this process many events will impact the final assessment.

DETAILS OF THE EXPERIENCE Upon satisfactory completion, three (3) semester hours of credit is awarded for each course in Educational Leadership. All but one class (Education 575) requires the performance of 25 hours of practicum service. However, Education 575 is strictly an Administrative Field Experiences course and consists of the requirement of a minimum of 100 hours of practicum experience in the assigned school (or in other placements such as central offices, as may be arranged by the Director of Educational Leadership) and a minimum of 50 additional hours in a school or schools of different grade structures than the home school or with central office directors/supervisors. This experience is provided in an effort to assure all candidates have exposure as nearly as possible to administrative work at all K-12 grade levels. LEADERSHIP ACTIVITIES The mentor is encouraged to involve the intern in as many leadership activities as possible during each practicum. These activities may be designed by the mentor to allow the intern to assist other teachers with administrative functions, and/or to participate in student supervision, in conjunction with the mentor.

LONG TERM PROJECT During the Administrative Field Experiences Class (Education 575), in addition to the daily activities, the intern is to undertake one major project designed to make a lasting contribution to the school. During the semester of enrollment for the class the intern should plan with the mentor and class instructor the major project he/she will complete, and initiate preliminary steps. The Proposed Long Term Project Form is to be submitted to the class instructor within one month after the beginning of the class and the Abstract Form for Reporting Results of the Long Term Project should be submitted as soon as possible after the completion of the project; however, this form may be delayed until the end of the next semester if necessary due to time constraints. If it is necessary to delay completion of the project or practicum experience by the end of the enrollment term, a grade of I (incomplete) or IP (In Progress) may be issued until all assignments are submitted. The grade will automatically change to “F” after the following semester unless all items are submitted by that time. While interns and mentors are encouraged to decide on a specific project for their school, any one of the following examples of long-term projects is acceptable. Develop a Curriculum Guide. Create a Teacher Evaluation Instrument. Devise a School Community Relations Publication. Revise the Student Handbook. Develop or revise a communication system for the school concerning safety activities. Formulate a plan to increase the reading level of the students in the school. Provide action research results covering the school Attendance or Discipline Policy. Develop a Guide for Technology Usage. Others may be approved by the Director of Educational Leadership by request.

10ASSESSMENT AND EVALUATION Following the finish of each course practicum the mentor will be asked to complete the Intern Assessment utilizing the ISLLC Performance Standards Checklist designed for that specific class. As with all educational programs, evaluation is an integral part of the Practicum/Internship experience. All parties involved should, as necessary, discuss all assessments in order to insure growth and to prevent surprises. Near the end of the each class, when these instruments have been completed the intern and mentor should meet to discuss the results and the progress of the intern. Following this conference (within the time frame outlined by the course instructor/syllabus), the intern will submit all required paperwork to the class instructor. INSTRUMENTS USED FOR ASSESSMENT OF THE PRACTICUM: (1) THE INTERN ASSESSMENT UTILIZING THE ISLLC PERFORMANCE STANDARDS CHECKLIST. THIS INSTRUMENT SHOULD BE USED TO ASSESS EACH PRACTICUM. (2) THE TENNESSEE INSTRUCTIONAL LEADERSHIP STANDARDS CHECKLIST. THIS INSTRUMENT SHOULD BE USED TO ASSESS THE OVERALL PERFORMANCE OF THE INTERN AT THE BEGINNING AND AGAIN AT THE END OF THE PROGRAM.

GRADE The course instructor will determine the final grade for all classes, based on (1) the written reports provided by the candidate; (2) by the evaluations administered by the mentor, the instructor and/or the field supervisor; (3) the self evaluation of the intern; (4) the major school project completed by the intern; and, (5) the successful completion of the required practicum hours (The intern's grade for any course may be reduced as a result of contact hours below the amount required, or failure of the student to participate in the practicum. In the event that such a decision becomes necessary, it will be made based on validity of the reason for failure to complete all required contact hours and rests solely with the class instructor). Practicum/Internship activities may begin or be completed during any Carson-Newman school term Grades for the class will be determined based on the activities performed by the intern during practicum placement.

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APPENDIX A

POTENTIAL PRACTICUM ACTIVITIES

12POTENTIAL PRACTICUM ACTIVITIES

A Vision of Learning

Assist in developing the school improvement plan. Review the school improvement plan of your assigned school. Pay special attention to the school vision and culture statements. Devise and utilize methods of maintaining good communication with parents. Become knowledgeable about curriculum development. Where plans are being reviewed or revised, aid the school in organizing and proofreading. Research and read mission statements and vision statements from other schools. Plan activities to increase parent involvement. Chair a school committee. Research and read mission statements and vision statements from other schools. Develop a parent-teacher conference schedule. Devise a staff development program.

School Culture and Instructional Program Create and organize principal response notes to students Study and be able to explain the personnel assessment evaluation plans/methods Study and be able to explain/interpret test data Recommend possible instructional improvement strategies. Beware of staffing demands/procedures and be familiar with BEP caps Study and maintain a thorough knowledge of special education laws/regulations/procedures Schedule “principal talk” visits to the principal. Beware of staffing demands/procedures and be familiar with BEP caps. Proof and type various memos and newsletters, (including a monthly literature review for teachers). Analyze trends in the test data including T-CAP, system writing assessments and ThinkLink*. Work with the Student Executive Council or other existing school organizations. Observe and/or participate in a special education staffing meeting or review.

Management

Review and retype sections of the crisis intervention plan. Organize and analyze EPA data from staff surveys Perform analysis of performance data and present data that need to be addressed Become aware of facilities and maintenance requirements Review internal school accounts with the school business manager. Become knowledgeable about energy conservation and implement practices that conserve utility Review and retype sections of the crisis intervention plan. Closely observe and study the discipline procedures/standards of your school Note trends and problems within the school and assist the principal in addressing these concerns Seek permission from the proper authority (principal or supervisor) for leading an inservice session Formulate professional development for staff (staff development needs) as principal directs Organize and analyze EPA data from staff surveys. Perform analysis of performance data and present data that need to be addressed. Review fire marshal reports; check for corrective measures. Review the Health Department reports for facilities, including food service. Analyze the school master schedule. Review the student management system with input personnel (Siesta*); and note procedures in regard

to truancy violations. Study and internalize the latest emerging instructional strategies Search the Internet and publications for grant opportunities. Become aware of facilities and maintenance requirements.

13 Assist with cafeteria supervision Assist with bus duty

Collaboration with Families and the Community Seek community grant opportunities; proof and type grant proposals written by the principal. Plan activities to increase parent involvement. Implement effective communication strategies Attend grade level meetings and Thoughtful Classroom* learning team meetings. Attend team meetings. Attend faculty meetings Seek approval from principal to present at a faculty meetings Review the parent, faculty and/or student handbook. Devise school support team procedures Work with principal in planning or coordinating assemblies or school wide events

Acting with Integrity, Fairness, and in an Ethical Manner Observe and study principal decision-making strategies Observe and discuss daily decisions made by administrators. Observe T-CAP and writing test security. Work on the school accreditation team. Serve as acting principal when mentoring principal is away from the building. Sit in on prospective staff interviews.

The Political, Social, Economical, Legal, and Cultural Context

Observe/assist with budget preparation Review bid process for awareness and work with principal to procure bids and seek cost estimates Work with principal to proof bid/budget calculations. Work with principal to devise a method of financial planning for the school Attend principals’ meetings, school board meetings, and budget meetings if approved by Director of

Schools. Review custodial standards and duty lists Review conduct records; note any patterns in behaviors

14

APPENDIX B

PROPOSED LONG TERM PROJECT FORM

15PROPOSED LONG TERM PROJECT FORM

Name: __________________________________________________Date: ________________________ Course Instructor: _____________________________________________________________________ Early in the fall semester, the intern should discuss with the mentor and course instructor some possible major projects, and by October 15, determine what the final project will be. A final abstract of the completed project will be developed and shared with other interns during one of the Spring Term classes in April. The project should involve an activity that will have a lasting effect on the school, and provide the candidate the opportunity to gain unique expertise in one area of school administration. Please complete the following information and have it approved before beginning the project. Title of Project: Objectives to be accomplished: A description of the project: Describe what procedure you will use to gather information and complete the project. Describe what the final product will be. How will you evaluate the success of your project?

16

APPENDIX C ABSTRACT FORM FOR REPORTING RESULTS OF LONG TERM PROJECT

17

ABSTRACT FORM FOR REPORTING RESULTS OF LONG TERM PROJECT Name: _____________________________________________________ Date: ____________ Address: _____________________________________________________________________ City: _______________________________ State: _____________________Zip: ___________ Home Phone: _______________________________Office Phone: ____________________ Email: _______________________________________________________________________

A. Title of Project:

B. Description of Project:

C. Description of what steps were taken to complete the project.

D. Description of final product that was developed.

E. Provide the process used to determine the success of the project.

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APPENDIX D Tennessee Instructional Leadership Standards (TILS) Rating Form for Instructional Leadership Candidates

19

CARSON-NEWMAN COLLEGE

School of Education Department of Educational Leadership

Tennessee Instructional Leadership Standards (TILS) Rating Form for Instructional Leadership Candidates

NAME OF CANDIDATE: _____________________________________________________________________________

NAME/TITLE OF MENTOR ___________________________________________________________________________

SCHOOL OR INSTITUTION: __________________________________________________________________________

DATE OF ASSESSMENT: ____________________________________________________________________________

On November 6, 2009, the State Board of Education approved the New Tennessee Instructional Leadership

Standards (TILS). The TILS consists of seven standards on which Instructional leaders are evaluated. On the

following pages each standard is identified by several indicators. Since the individual you are assessing is

presently an aspiring administrative instructional leader, you are requested to rate all indicators for each standard

based on your observations of the level of capability the candidate has displayed in your presence that

demonstrates a propensity to effectively perform each standard,

Since this assessment is of a prospective administrative instructional leader, please select the rating that best

applies to the abilities you have observed of the individual for each of the Tennessee Instructional Leadership

Standards. Please circle the number for the indicator that best describes your observation of the candidate related

to his/her potential to perform each standard.

The rating scale is designed based on the following values for each standard:

5 = The student has excellent level of performance;

4 = The student’s performance is more than adequate;

3 = The student has an acceptable level of performance;

2 = The student has some information about this topic, but has not developed adequate skills or knowledge in the area;

1 = The student is not prepared well at all.

0 = Unobserved.

20STANDARD A: CONTINUOUS IMPROVEMENT – An effective instructional leader implements a systematic, coherent approach to bring about the continuous growth in the academic achievement of all students. Rating Scale:

5 = Excellent; 4 = More than Adequate; 3 = Acceptable; 2 = Inadequate; 1 = Not Prepared; 0 = Unobserved.

INDICATORS: The candidate exhibits characteristics that demonstrate the ability to do the following: 1) 0 1 2 3 4 5 Engages the educational stakeholders in developing a school vision, mission and goals

that emphasize learning for all students and are consistent with that of the school district.

2) 0 1 2 3 4 5 Facilitates the implementation of clear goals, strategies, and timelines to carry out the vision and mission that emphasize learning for all students and keep those goals in the forefront of the school’s attention.

3) 0 1 2 3 4 5 Creates and sustains an organizational structure that supports school

vision, mission, and goals that emphasize learning for all students. 4) 0 1 2 3 4 5 Facilitates the development, implementation, evaluation and revision of data

informed school-wide improvement plans for the purpose of the continuous school improvement.

5) 0 1 2 3 4 5 Collaborates with parents/guardians, community agencies, and school

system leaders in the implementation of continuous improvement. 6) 0 1 2 3 4 5 Communicates and operates from a strong belief that all students can

achieve academic success.

COMMENTS: ____________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________

21STANDARD B: CULTURE FOR TEACHING AND LEARNING—An effective instructional leader creates a school culture and climate based on high expectations conducive to the success of all students. Rating Scale:


INDICATORS: The candidate exhibits characteristics that demonstrate the ability to do the following: 1) 0 1 2 3 4 5 Develops and sustains a school culture based on ethics, diversity, equity

and collaboration. 2) 0 1 2 3 4 5 Advocates, nurtures, and leads a culture conducive to student learning.

3) 0 1 2 3 4 5 Develops and sustains a safe, secure and disciplined learning environment.

4) 0 1 2 3 4 5 Models and communicates to staff, students, and parents self-discipline and

engagement in lifelong learning.

5) 0 1 2 3 4 5 Facilitates and sustains a culture that protects and maximizes learning time. 6) 0 1 2 3 4 5 Develops a leadership team designed to share responsibilities and

ownership to meet student learning goals.

7) 0 1 2 3 4 5 Demonstrates an understanding of change processes and the ability to lead the implementation of productive changes in the school.

8) 0 1 2 3 4 5 Leads the school community in building relationships that result in a

productive learning environment. 9) 0 1 2 3 4 5 Encourages and leads challenging, researched based changes. 10) 0 1 2 3 4 5 Establishes and cultivates strong, supportive family connections. 11) 0 1 2 3 4 5 Recognizes and celebrates school accomplishments and addresses failures. 12) 0 1 2 3 4 5 Establishes effective lines of communication with teachers, parents,

students and stakeholders. 13) 0 1 2 3 4 5 Recruits, hires, and retains teachers whose values and instructional

frameworks align with the school’s missions. COMMENTS: ________________________ ____________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________

22STANDARD C: INSTRUCTIONAL LEADERSHIP AND ASSESSMENT—An effective instructional leader facilitates the use of instructional practices that are based on assessment data and continually improve student learning. Rating Scale:


INDICATORS: The candidate exhibits characteristics that demonstrate the ability to do the following: 1) 0 1 2 3 4 5 Leads a systematic process of student assessment and program evaluation

using qualitative and quantitative data.

2) 0 1 2 3 4 5 Leads the professional learning community in analyzing and improving curriculum and instruction.

3) 0 1 2 3 4 5 Ensures access to a rigorous curriculum and the supports necessary for all

students to meet high expectations.

4) 0 1 2 3 4 5 Recognizes literacy and numeracy are essentials for learning and ensures they are embedded in all subject areas.

5) 0 1 2 3 4 5 Uses research-based best practice in the development, design, monitoring

and implementation of curriculum, instruction, and assessment.

6) 0 1 2 3 4 5 Monitors and evaluates the school’s curricular program for rigor.

7) 0 1 2 3 4 5 Provides teachers and parents with assessment results on a regular basis.

8) 0 1 2 3 4 5 Develops and implements a system to regularly communicates student academic progress and assessment results to parents, students, and teachers.

COMMENTS: ____________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________

23STANDARD D: PROFESSIONAL GROWTH — An effective instructional leader improves student learning and achievement by developing and sustaining high quality professional development. Rating Scale:


INDICATORS: The candidate exhibits characteristics that demonstrate the ability to do the following: 1) 0 1 2 3 4 5 Systematically supervises and evaluates faculty and staff.

2) 0 1 2 3 4 5 Promotes, facilitates and evaluates professional development. 3) 0 1 2 3 4 5 Models continuous learning and engages in personal professional

development. 4) 0 1 2 3 4 5 Works in collaboration with the school community to align high quality

professional development with the school’s improvement plan to impact student learning.

5) 0 1 2 3 4 5 Provides faculty and staff with resources necessary for the successful

execution of their jobs. 6) 0 1 2 3 4 5 Provides leadership opportunities for the professional learning community

and mentors aspiring leaders.

COMMENTS_____________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________

24STANDARD E: MANAGEMENT OF THE SCHOOL — An effective instructional leader facilitates learning and teaching through the effective use of resources. Rating Scale:


INDICATORS: The candidate exhibits characteristics that demonstrate the ability to do the following:

1) 0 1 2 3 4 5 Establishes a set of standard operating procedures and routines that are understood and followed by all staff.

2) 0 1 2 3 4 5 Focuses daily operation on the academic achievement of all students.

3) 0 1 2 3 4 5 Garners and employs resources to achieve the school’s mission.

4) 0 1 2 3 4 5 Prepares and regularly monitors an annual operational budget that aligns with the school’s improvement plan.

5) 0 1 2 3 4 5 Mobilizes community resources to support the school’s mission.

6) 0 1 2 3 4 5 Advocates to district and state-level decision-makers when educational, social or political changes are necessary to improve learning for students.

7) 0 1 2 3 4 5 Identifies potential problems and is strategic in planning proactive responses.

8) 0 1 2 3 4 5 Implements a shared understanding of resource management based upon equity, integrity, fairness, and ethical conduct.

9) 0 1 2 3 4 5 Develops a comprehensive strategy for positive community and media relations.

COMMENTS: ____________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________

25STANDARD F: ETHICS — An effective instructional leader facilitates continuous improvement in student achievement through processes that meet the highest ethical standards and promote advocacy including political action when appropriate.

Rating Scale:


INDICATORS: The candidate exhibits characteristics that demonstrate the ability to do the following: 1) 0 1 2 3 4 5 Performs all professional responsibilities with integrity and fairness.

2) 0 1 2 3 4 5 Models and adheres to a professional code of ethics and values.

3) 0 1 2 3 4 5 Makes decisions within an ethical context while respecting the dignity of all.

4) 0 1 2 3 4 5 Advocates to district and state-level decision-makers when educational,

social or political changes are necessary to improve learning for students.

5) 0 1 2 3 4 5 Makes decisions that are in the best interests of students and aligned with the vision of the school.

6) 0 1 2 3 4 5 Considers legal, moral, and ethical implications when making decisions.

7) 0 1 2 3 4 5 Acts in accordance with federal and state constitutional provisions, statutory

standards and regulatory applications. COMMENTS: ____________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________

26STANDARD G: DIVERSITY —An effective instructional leader responds to and influences the larger personal, political, social, economic, legal, and cultural context in the classroom, school, and the local community while addressing diverse student needs to ensure the success of all students. Rating Scale:


INDICATORS: The candidate exhibits characteristics that demonstrate the ability to do the following: 1) 0 1 2 3 4 5 Develops and implements an appropriate diversity policy involving the

school community and stakeholders which encompasses program planning and assessment efforts.

2) 0 1 2 3 4 5 Recruits, hires, and retains a diverse staff.

3) 0 1 2 3 4 5 Interacts effectively with diverse individuals and groups using a variety of

interpersonal skills in any given situation.

4) 0 1 2 3 4 5 Recognizes and addresses cultural, learning and personal differences as a basis for academic decision making.

5) 0 1 2 3 4 5 Leads the faculty in engaging families/ parents in the education of their

children.

COMMENTS: ____________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ SIGNATURE OF MENTORING ADMINISTRATOR COMPLETING THE TILS RATING FORM: _________________________________________ DATE_____________________________

27

APPENDIX E INTERN ASSESSMENT OF THE ISLLC PERFORMANCE STANDARDS

28

CARSON-NEWMAN COLLEGE

School of Education Department of Educational Leadership

INTERN ASSESSMENT OF THE ISLLC PERFORMANCE STANDARDS

Introduction: These standards were drafted by personnel from 24 state education agencies and representatives from various professional associations (ISLLC) under the direction of the Council for Chief State School Officers. They have been adopted by the State of Tennessee as guiding standards for the certification of school leaders. There are 6 main standards arranged around a common core of knowledge, dispositions, and performances. The performance standards form the basis of the ISLLC Assessment.

NOTE: THIS INSTRUMENT IS USED IN THIS SETTING AS A PRE-ASSESSMENT DOCUMENT, DIVISED TO DETERMINE THE INTERN’S KNOWLEDGE OF THE ISLLC STANDARDS. IT MAY ALSO BE USED BY THE MENTOR AND THE INSRUCTOR OR FIELD SUPERVISOR TO PROVIDE A THOROUGH LIST OF PERFORMANCES. THE INTERN IS EXPECTED TO ACHIEVE A COMPLETE UNDERSTANDING OF THE ISLLC STANDARDS BY THE TIME THE LEADERSHIP PROGRAM IS COMPLETE. AT THAT TIME, THIS INSTRUMENT WILL HAVE BEEN ADMINISTERED TWICE PER YEAR BY ALL PARTIES AND THE RESULTS UTILIZED SEVERAL TIMES AS A RECORD OF PROGRESS. NOTE: PLEASE ANSWER ALL QUESTIONS—THE NUMBER 1 IS TO BE CIRCLED WHEN THERE IS MINIMAL OR NO KNOWLEDGE OF THE STANDARD.

NAME OF CANDIDATE: ______________________________________________________________________________

NAME/TITLE OF MENTOR ____________________________________________________________________________

SCHOOL OR INSTITUTION: __________________________________________________________________________

DATE OF ASSESSMENT: ____________________________________________________________________________

29

INTERN ASSESSMENT OF THE ISLLC PERFORMANCE STANDARDS (A rating of 5 is highest, 1 is lowest) Standard 1: A school administrator is an educational leader who promotes the success of all students by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school community. Performances — The candidate facilitates processes and engages in activities that:

1. The vision and mission of the school are effectively communicated to staff parents, students, and community members

5 4 3 2 1

2. The vision and mission are communicated through the use of symbols, ceremonies, stories, and similar activities.

5 4 3 2 1

3. The vision and mission are communicated through the use of symbols, ceremonies, stories, and similar activities.

5 4 3 2 1

4. The core beliefs of the school vision are modeled for all stakeholders 5 4 3 2 1 5. The contributions of school community members and the realization of the

vision are recognized and celebrated. 5 4 3 2 1

6. Progress toward the vision and mission is communicated to all stakeholders. 5 4 3 2 1 7. The school community is involved in school improvement efforts 5 4 3 2 1 8. The vision shapes the educational programs, plans, and actions. 5 4 3 2 1 9. An implementation plan is developed in which objectives and strategies

to achieve the vision and goals are clearly articulated 5 4 3 2 1

10 Assessment data related to student learning are used to develop the school vision and goal.

11 Relevant demographic data pertaining to students and their families are used in developing the school mission and goals.

5 4 3 2 1

12 Barriers to achieving the vision are identified, clarified, and addressed 5 4 3 2 1 13 Needed resources are sought and obtained to support the implementation of

the school mission goals. 5 4 3 2 1

14 Existing resources are used in support of the school vision and goals 5 4 3 2 1 15 The vision, mission, and implementation plans are regularly monitored

evaluated, and revised. 5 4 3 2 1

RECORD COMMENTS AND DATE OF EACH COMMENT

30Standard 2: A school administrator is an educational leader who promotes the success of all students by advocating, nurturing, and sustaining a school culture and instructional program conductive to student learning and staff professional growth. Performances —The Candidate facilitates processes and engages in activities ensuring that:

16. All individuals are treated with fairness, dignity, and respect. 5 4 3 2 1 17. Professional development promotes a focus on student learning consistent with

the school vision and goals. 5 4 3 2 1

18. Students and staff feel valued and important. 5 4 3 2 1 19. The core beliefs of the school vision are modeled for all stakeholders 5 4 3 2 1 20. The responsibilities and contributions of each individual are acknowledged. 5 4 3 2 1 21. Barriers to student learning are identified, clarified, and addressed. 5 4 3 2 1 22. Diversity is considered in developing learning experiences. 5 4 3 2 1 23. Lifelong learning is encouraged and modeled. 5 4 3 2 1 24. There is a culture of high expectations for self, student, and staff performance. 5 4 3 2 1 25. Technologies are used in teaching and learning 5 4 3 2 1 26. Student and staff accomplishments are recognized and celebrated 5 4 3 2 1 27. Multiple opportunities to learn are available to all students 5 4 3 2 1 28. The school is organized and aligned for success 5 4 3 2 1 29. Curricular, co-curricular, and extra-curricular programs are designed,

implemented, evaluated, and refined. 5 4 3 2 1

30. Curriculum decisions are based on research, expertise of teachers, and the recommendations of learned societies.

5 4 3 2 1

31. The school culture and climate are assessed on a regular basis. 5 4 3 2 1 32. A variety of sources of information is used to make decisions. 5 4 3 2 1 33. Student learning is assessed using a variety of techniques. 5 4 3 2 1 34. Multiple sources of information regarding performance are used by staff and

students. 5 4 3 2 1

35. A variety of supervisory and evaluation models is employed. 5 4 3 2 1 36. Pupil personnel programs are developed to meet the needs of students and

their families. 5 4 3 2 1


31Standard 3: A school administrator is an educational leader who promotes the success of all students by ensuring management of the organization, operations, and resources for a safe, efficient, and effective learning environment. Performances — The Candidate facilitates processes and engages in activities ensuring that demonstrate:

37. Knowledge of learning, teaching, and student development is used to inform management decisions.

5 4 3 2 1

38. Operational procedures are designed and managed to maximize opportunities for successful learning.

5 4 3 2 1

39. Emerging trends are recognized, studied, and applied as appropriate 5 4 3 2 1 40. Operational plans and procedures to achieve the vision and goals of the school

are in place. 5 4 3 2 1

41. Collective bargaining and other contractual agreements related to the school are effectively managed.

5 4 3 2 1

42. The school plant, equipment, and support systems operate safely, efficiently, and effectively.

5 4 3 2 1

43. Time is managed to maximize attainment of organizational goals 5 4 3 2 1 44. Potential problems and opportunities are identified. 5 4 3 2 1 45. Problems are confronted and resolved in a timely manner 5 4 3 2 1 46. Financial, human, and material resources are aligned to the goals of schools. 5 4 3 2 1 47. The school acts entrepreneurially to support continuous improvement 5 4 3 2 1 48. Organizational systems are regularly monitored and modified as needed. 5 4 3 2 1 49. Stakeholders are involved in decisions affecting schools 5 4 3 2 1 50. Responsibility is shared to maximize ownership and accountability. 5 4 3 2 1 51. Effective problem-framing and problem solving skills are used. 5 4 3 2 1 52. Effective conflict resolution skills are used. 5 4 3 2 1 53. Effective group-process and consensus building skills are used 5 4 3 2 1 54. Effective communication skills are used. 5 4 3 2 1 55. There is effective use of technology to manage school operations. 5 4 3 2 1 56. Fiscal resources of the school are managed responsibly, efficiently, and

effectively 5 4 3 2 1

57. A safe, clean, and aesthetically pleasing school environment is created and maintained

5 4 3 2 1

58. Human resource functions support the attainment of school goals. 5 4 3 2 1 59. Confidentiality and privacy of school records are maintained 5 4 3 2 1


32Standard 4: A school administrator is an educational leader who promotes the success of all students by collaborating with families and community members, responding to diverse community interests and needs, and mobilizing community resources. Performances — The Candidate facilitates processes and engages in activities ensuring that:

60. High visibility, active involvement, and communication with the larger community is a priority.

5 4 3 2 1

61. Information about family and community concerns, expectations, and needs is used regularly.

5 4 3 2 1

62. There is outreach to different business, religious, political, and service agencies and organizations.

5 4 3 2 1

63. Credence is given to individuals and groups whose values and opinions may conflict

5 4 3 2 1

64. The school and community serve one another as resources. 5 4 3 2 1 65. Available community resources are secured to help the school solve problems

and achieve goals. 5 4 3 2 1

66. Partnerships are established with area businesses, institutions of higher education, and community groups to strengthen programs and support school goals

5 4 3 2 1

67. Community youth family services are integrated with school programs. . 5 4 3 2 1 68. Community stakeholders are treated equitably. 5 4 3 2 1 69. Diversity is recognized and valued. 5 4 3 2 1 70. Effective media relations are developed and maintained. 5 4 3 2 1 71. A comprehensive program of community relations is established. 5 4 3 2 1 72. Public resources and funds are used appropriately and wisely. 5 4 3 2 1 73. Community collaboration is modeled for staff. 5 4 3 2 1 74. Opportunities for staff to develop collaborative skills are provided. 5 4 3 2 1 75. Relationships with community leaders are identified and nurtured 5 4 3 2 1


33 Standard 5: A school administrator is an educational leader who promotes the success of all students by acting with integrity, fairness, and in an ethical manner. Performances —The Candidate facilitates processes and engages in activities ensuring that:

76. Demonstrates a personal and professional code of ethics 5 4 3 2 1 77. Demonstrates values, beliefs, and attitudes that inspire others to higher levels

of performance 5 4 3 2 1

78. Serves as a role model. 5 4 3 2 1 79. Considers the impact of one’s administrative practices on others. 5 4 3 2 1 80. Uses the influence of the office to enhance the educational program rather than

for personal gain. 5 4 3 2 1

81. Treats people fairly, equitably, and with dignity and respect 5 4 3 2 1 82. Protects the rights and confidentiality of students and staff 5 4 3 2 1 83. Demonstrates appreciation for and sensitivity to the diversity in the school

community. 5 4 3 2 1

84. Recognizes and respects the legitimate authority of others. 5 4 3 2 1 85. Examines and considers the prevailing values of the diverse school

community. 5 4 3 2 1

86. Expects that others in the school community will demonstrate integrity and exercise ethical behavior.

5 4 3 2 1

87. Opens the school to public scrutiny. 5 4 3 2 1 88. Fulfills legal and contractual obligations. 5 4 3 2 1 89. Applies laws and procedures fairly, wisely, and considerately 5 4 3 2 1 90. Examines personal and professional values 5 4 3 2 1


34 Standard 6: A school administrator is an educational leader who promotes the success of all students by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context. Performances —The candidate demonstrates values showing that:

91.

The environment in which schools operate is influenced on behalf of students and their families.

5 4 3 2 1

92. Lines of communication are developed with decision makers outside the school community

5 4 3 2 1

93. Public policy is shaped to provide quality education for students 5 4 3 2 1 94. The school community works within the framework of policies, laws, and

regulations enacted by local, state, and federal authorities. 5 4 3 2 1

95. There is ongoing dialogue with representatives of diverse community groups 5 4 3 2 1 96. Communication occurs among the school community concerning trends,

issues, and potential changes in the environment in which schools operate. 5 4 3 2 1

RECORD COMMENTS AND DATE OF EACH COMMENT SIGNATURE OF MENTORING ADMINISTRATOR COMPLETING THE ISLLC RATING FORM: __________________________________________________ DATE_____________________________

35

APPENDIX F PRACTICUM ACTIVITIES RECORD

36

CARSON-NEWMAN COLLEGE PRACTICUM ACTIVITIES RECORD

EDUCATION ________ — ______________________________________ (Add Course # & Title)

NAME DATE SUBMITTED: __________________ CIRCLE THE APPROPRIATE LEVEL: PK-Elementary School; Middle School; High School; Central Office. NAME AND TITLE OF MENTOR_____________________________________________________________________________ CLASS INSTRUCTOR OR FIELD SUPERVISOR ________DR. EARNEST WALKER ______________ NOTE: Interns should consult with their mentor and the class instructor as you develop this record. Some activities may satisfy more than one standard. In such events, divide the amount of time and list them in both places. It is important that you ADDRESS EACH STANDARD IN SOME CAPACITY IN ALL PRACTIUCMS.

ISLLC Standard I — A Vision of Learning

ACTIVITIES

E=Elementary M=Middle H=High School C=College

Total time spent in hours

37 TOTAL HOURS FOR ACTIVITIES UNDER STANDARD I

ISLLC Standard II —School Culture and Instructional Program

ACTIVITIES



38 TOTAL HOURS FOR ACTIVITIES UNDER STANDARD II

ISLLC Standard III Management

ACTIVITIES



TOTAL HOURS FOR ACTIVITIES UNDER STANDARD III

39

ISLLC Standard IV Collaboration with Families and Communities

ACTIVITIES



TOTAL HOURS FOR ACTIVITIES UNDER STANDARD IV

40

ISLLC Standard V Acting with Integrity, Fairness, and in an Ethical Manner

ACTIVITIES



TOTAL HOURS FOR ACTIVITIES UNDER STANDARD V

41ISLLC Standard VI The Political, Social, Economic, Legal, and Cultural Context

ACTIVITIES



TOTAL HOURS FOR ACTIVITIES UNDER STANDARD VI

GRAND TOTAL OF HOURS FOR ACTIVITIES UNDER ALL STANDARDS

STUDENT SIGNATURE DATE COMPLETED MENTOR SIGNATURE DATE

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