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Responsibilities of the Administrative Intern

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Responsibilities of Educational Administrative Intern

Contact your site supervisor within one week of the Placement Meeting.
Arrange to meet with your site supervisor prior to the first day of interning.
Before you begin interning, contact your UMD Supervisor to go over the expectations during your internship experience.
Establish a time for you and your UMD Supervisor to have a readiness conference with your site supervisor.
Contact the Office of Field Experiences and/or your UMD Supervisor if you have concerns.
Maintain the hours required of your site supervisor as set up in the readiness conference.
Follow the school calendar of the district in which you are interning.
Become familiar with the building and district policies:

Learn about medical procedures for the building, such as blood borne pathogens, as well as the district expectations in this area
Learn about safety issues such as, evacuation procedures, as well as lock downs
Learn what the process of notification of staff regarding students having medical problems, such as, bee sting allergies, diabetics, and seizure potentials
Learn which students are on IEP’s and how they are being serviced in the district
Learn about each school’s support services, those hired by the district and those housed in buildings in the district provided by outside service providers
Learn about each building’s and the overall district’s management policies
Learn about the use of the school’s computer system and other technology equipment
Learn about the building’s and district’s crisis plan for contact trees and procedures for emergency notifications and outside agency contacts in event of crisis
Learn about the building’s and district’s efforts to provide global experiences
Learn about the building’s and district’s plans in place to protect students from bullying, harassment, and abuse. What social, emotional learning practices are in place?

Maintain your reflective writings.
Complete the on-line assessments.
Write detailed plans proposed to solve given problems posed by you and your onsite supervisor.
Complete the Educational Administration Intern Assessment Form and the Office of Field Experiences Survey form by the last two weeks of your internship experience.
Participate at faculty meetings, department meetings, district meetings, parent conferences, etc.
Be appropriately groomed.
Volunteer .
Show initiative
Use proper grammar, spelling, punctuation.
Organize and maintain records of projects attempted and completed in your portfolio.
Provide work assigned on a timely basis.
Follow the Professional Code of Ethics.
Complete a Standards-Based Portfolio that encompasses material from course work and field experiences.
Notify your site supervisors, as early as possible, if you will be absent.

3 absences are allowed during your internship experience
Establish procedures for someone else to cover anything planned that would require supervision

See section in the Handbook labeled Expectations of Site Supervisor, if an internship problem should occur.
If an intern has a concern, there is an appeals policy in the handbook.
Monitor your UMD email site on a regular basis.

You must arrange to meet with your site supervisor prior to your first day.

Maintain a learner-sensitive approach. Implement experiences which include consideration of social justice, collaboration, empowerment, reflection and technology.
Follow Professional Code of Ethics (See Ethics section).
Become familiar with the school, district, and community of each internship placement.
Participate in all aspects of the normal routines of your site supervisor and mentor of secondary site. Search out experiences to round out areas requiring additional experiences for areas of need.
Maintain the hours agreed upon by the site supervisors. Be punctual and arrive prepared for tasks assigned.
Contact the site supervisor and/or mentor as well as other school personnel impacted immediately if an absence must occur. Notify the university supervisor about the absence, particularly when a supervisory visit has been scheduled for that particular day or time.

Planning and administrating responsibilities:

Responsibilities for planning and administrating are different for unified early childhood administrators, elementary administrators, and for secondary/K-12 administrators. This program provides experiences for administrators to transition these differences with confidence.

Early Childhood, Early Childhood Special Education, Elementary, & Secondary Administrative Interns:

K-12 principals and superintendents need to have knowledge of Early Childhood and Early Childhood Special Education, Elementary and Secondary levels of educational administration. Show evidence of knowledge gained in this area as agreed upon with the primary site supervisor, site mentor, and the university supervisor. Evidence of completion is to be documented in an organized manner in the e-folio maintained by the intern for final approval by the primary site and mentor supervisors in conjunction with the university supervisor.

Show evidence of preparation and planning for projects assigned by site and mentor site supervisors with the objectives and methods well described and a method for evaluating the outcomes of the project plan. All project plans developed during the experience must be kept in an organized manner according to the date and order of the project implemented. A log of daily experiences aligned with competencies addressed through those experiences should include a description of the experience and a reflection of effectiveness of such experiences.

Prepare and implement projects as determined by site and mentor supervisors with intern. All competencies required are to be addressed in forms to be observed in the completion of such projects. Projects are to be determined in conjunction with needs of the sites, as well as needs of the intern. Let the activity log kept by the intern show areas of experience and areas in need of further opportunities. At the mid-term meeting of site supervisors, intern and university supervisor, an examination of the log and portfolio to that point will determine further projects and experiences required of the intern for satisfactory completion of all competencies to qualify for recommendation for licensure.

The University of Minnesota Duluth’s Educational Administration programs are competency-based, as is the licensure in the state of Minnesota. Therefore, measurement of individual learner’s competencies will reflect levels of performance relative to each of the competencies required for licensure. Evidence demonstrating competencies for Minnesota K-12 Principals and Superintendents will be collected through coursework, internship experiences, the required internship project, the candidate’s electronic portfolio, and the Exit Panel Review process.

Evidence of performance against competencies collected through coursework: All UMD courses toward licensure are assigned to teach and assess appropriate competencies as per legislation required for Minnesota licensure. Most candidates for licensure as Minnesota K-12 Principals will be required to successfully complete the following courses:

EdAd 5921– The Principalship, EdAd 5911 – Leadership and Personal Growth, EdAd 5912 – Supervision of Teachers and School Staff, EdAd 5913 – Communications and Community Relations, EdAd 5914 – Education Policy, EdAd 5915 – Operations: Resource Management in Education, EdAd 6916 – Curriculum, Instruction, and Assessment, EdAd 5920 – Problem Solving for Principals: Student Discipline and Behavior Management, EdAd 5918 – Continuous Improvement Processes for Schools, EdAd 5917 – Technology Seminar, EdAd 5997 – Professional Competency Assessment for Principals, and EdAd 6997 – Internship for Principals, and demonstrate proficiency against the Minnesota Administrative Standards.

Internship Experiences: Minnesota K-12 Principal Interns are expected to apply their coursework and experience in schools. Prior to the beginning of the Internship, candidates will have completed an analysis of demonstrated strengths and progress toward proficiency in each Minnesota standard. Based on that assessment, the candidate, university supervisor, and the Primary Cooperating Administrator will establish specific experiences and activities designed to strengthen the candidate’s skills and expertise. During the internship, candidates will be evaluated through the candidate’s log, and conferences with the UMD Supervisor and Primary Cooperating Administrator. Summative evaluation of the mentor(s) and the supervisor will determine the course grade.

Internship Project: In order to complete the Principal’s Internship at UMD, candidates for licensure will complete a project consisting of an analysis of student achievement and other pertinent data, and the identification of an underserved or disenfranchised population within a site. Candidates will be required to research the history and the current issues regarding the identified population, and to identify current best practices applied successfully in similar circumstances. The candidate will create a researched, realistic, pro-active plan for addressing the identified population and for making progress toward improved learning for those individuals. The project will be evaluated by the university supervisor and presented to the on-site mentor as well as to the Exit Panel Review. This project will be used to produce an additional score against the above competencies and as a separate component of the Exit Review.

Electronic Portfolio: Throughout the course of enrollment, components of the electronic portfolio will be completed, allowing the learner and the advisor to monitor progress and to intervene as appropriate. Learners will be introduced to the portfolio requirements during an initial advisement meeting, and through completion of the Individual Licensure Plan. The Electronic Portfolio will be constructed to hold, at minimum, the candidate’s individual scores against all standards assigned to coursework, grades achieved in courses, individual evidence against standards as uploaded by the learner, the Statement of Educational Administrative Philosophy, and the Internship Project. The candidate will finalize the presentational portfolio during EdAd 5997 - Professional Competency Assessment for Principals, and prepare a presentation summarizing the portfolio for the Exit Panel Review. Presentational Portfolios will be scored based on completeness and accuracy. Successful completion of EdAd 5997 is pre-requisite to the exit process and application for licensure as a Minnesota K-12 Principal.

Exit Panel Review Process: As the candidate completes all required coursework and internship experiences, he/she will file a Request for Exit Panel Review with the Student Affairs Office. The office will verify the successful completion of coursework and internship experiences, contact participants, and schedule the Exit Panel Review. Licensure materials will also be issued to the candidate at that time. Upon notification from the Student Affairs Office, the candidate’s professional competency course instructor, the university supervisor, and the candidate’s advisor will consult to determine the components of the Exit Panel review. If all competencies show evidence of adequate achievement, exit panel questions will be chosen based on situations likely to be encountered in the candidate’s future placements.

The Exit Panel Review will consist of the questions and scenarios chosen by the faculty, and will serve as a defense of the candidate’s portfolio, internship project and presentation of philosophy. The Exit Panel will consist of one practicing administrator, one core faculty member, one current member of an area school board or representative, and the Educational Administration Program Coordinator. The candidate will have forwarded access to the presentation portfolio to each of the panel members at least two weeks prior to the review.

The candidate will present a summary of the portfolio, the internship project, and his/her philosophy, and will be expected to answer any questions from the panel regarding the portfolio, the evidence or artifacts contained in the portfolio, the internship project, the internship experiences, coursework, or philosophy. The candidate will also respond to questions posed by the panel members.

The panel will deliberate to identify any areas of concern that would prevent recommendation for licensure. If no areas are identified, the candidate is notified of successful completion of the program.

If the decision of the panel is to not recommend for licensure, the candidate will be notified as to the areas of limitation and advised as to remediation. Once the areas of limitation are addressed, the original panel members are notified and the panel will re-assemble either face to face or electronically. The candidate may also choose to request a new panel be assembled to review revisions.

Final Verification and Recommendation for Licensure: Once all requirements have been met, and the candidate has completed and returned the license materials to the Student Affairs Office for verification, the Licensing Officer (Associate Dean) will recommend licensure of the candidate to the agency. All appropriate forms will be filed from the Associate Dean’s office.

EdAd 5997 – Professional Competency Assessment for Principals	Capstone Course: Learners will complete an electronic portfolio which includes valid evidence of competency for each component and subcomponent required for certificate approval. Candidates will prepare for final panel presentations via situational components and creating final presentation formats.
EdAd 6997 – Internship for Principals	This internship will place the candidate in the schools, working with a practicing, licensed principal for a minimum of 320 total hours. Candidates must serve at least 80 of the internship hours working with sites serving pre-K through middle level, and middle level through high school. UMD candidates are also encouraged to complete additional hours in a model of alternative delivery.

EdAd 5998

Professional Competency Assessment for Superintendents

Capstone for the Educational Administrative Program for Superintendents. Candidates will complete an electronic portfolio of evidence and reflections demonstrating proficiency in each of the components and subcomponents required for certificate approval. Learners will prepare for final panel presentations by engaging in situational components and creating final presentation formats.

EdAd 6998

Internship: Superintendents

Candidates for licensure will be working with a practicing, licensed superintendent for a minimum of 320 total hours. The candidate and the University Supervisor will identify possible placements for this experience, considering the location and time available to the candidate and to the mentor or mentors. University of Minnesota Duluth candidates are also encouraged to serve additional hours in a situation of alternative delivery. The internship can be completed in one semester, or it can be completed over the course of two semesters. The candidate, supervisor, and mentors will agree on a plan for the internship, identify projects and experiences for participation for the candidate and sign an agreement of expectations.

During the internship, in the placement of concentration, the candidate will complete projects demonstrating knowledge and skill in becoming a leader sensitive to the needs of all constituencies. The UMD Internship Project will require that the candidate identify an underserved or disenfranchised constituency in the placement, research the history of the identified population, identify possible factors and complete further research to identify possible remediation for the situation. The required project will take the form of a paper or a presentation and will be delivered to the mentor and kept on public file at the University.

In addition, candidates will complete projects addressing finance and budgeting, teaching and learning, human resources, politics, and school board relations as appropriate.

EdAd 5923: Field Exploration

Candidates for licensure as district superintendents will work a minimum of 20 hours in school systems that do not follow the traditional American model. Travel is required.

Capstone Course: Learners who strive to become principals will complete an electronic portfolio which includes valid evidence of competency for each component and subcomponent required for certificate approval. Candidates will prepare for final panel presentations via situational components and creating final presentation formats.

Capstone Course: Learners who strive to become superintendents will complete an electronic portfolio which includes valid evidence of competency for each component and subcomponent required for certificate approval. Candidates will prepare for final panel presentations via situational components and creating final presentation formats.

This principal internship will place the candidate in the schools, working with a practicing, licensed principal for a minimum of 320 total hours. Candidates must serve at least 80 of the internship hours working with sites serving pre-K through middle level, and middle level through high school. UMD candidates are also encouraged to complete additional hours in a model of alternative delivery.

This superintendent internship will place the candidate in the schools, working with a practicing, licensed superintendent for a minimum of 320 total hours. Candidates must serve at least 80 of the internship hours working with sites serving pre-K through middle level, and middle level through high school. UMD candidates are also encouraged to complete additional hours in a model of alternative delivery.

An additional 200 hours of internship experience is

expected to occur for currently licensed administrators in need of additional areas of licensure.

An additional 20 hours of internship experience is

expected to occur in a school system that does not

follow the traditional American model of delivery of programs and instruction.

Other responsibilities for all educational administrative interns:

Maintain confidentiality of all students’ and staffs’ personal, social-emotional, intellectual, and academic status.
Organize and maintain records of projects and evaluations.
Continually reflect on hyour impact on your staff and students’ learnings.
Actively participate in three-way conferences with the Primary Cooperating Administrator and the university supervisor. Receive feedback in a constructive, non-defensive way. Clearly communicate questions and concerns.
Demonstrate to the highest degree possible the performances and dispositions found on the assessment form.
Actively build skills in demonstrating the Minnesota Standards of Effective Practice for Administrators.
Keep a reflective journal and accurate activities log that includes a minimum of two entries per week.
Complete a Standards-Based Portfolio that encompasses material from courses and administrative internship experiences. This portfolio must be turned in to the university supervisor by the end of week fourteen of the semester in order to receive a grade and credit.
Complete the educational administrator intern’s final on-line assessment.

Educational Administrative Intern Professional Checklist

Be appropriately groomed at all times.
Be prompt at all times.
Use proper grammar, spelling and punctuation.
Obtain and know the policies of the school and the district.
Show initiative.
Participate as a full administrative member.
Attend staffing and administrative meetings.
Participate in parent teacher conferences.
Volunteer.
Attend a student staffing.
Use your time wisely
Write detailed project plans and maintain a written reflective journal.
Display enthusiasm and interest.
Complete and submit a self-evaluation at the end of the experience.
Follow the school calendar of the district in which you are interning (interns do not follow the UMD calendar during the internship experience. However, some attention can be paid to beginning and ending of time period, if needed.)
Contact your UMD Supervisor and/or the Field Experience Office if you have concerns.

Ed. Ad. Program

Handbook Sections

Appendices

Responsibilities of the Administrative Intern