The Principal
Internship Portfolio
Wade Devlin-Scherer
Associate Professor of Educational Leadership
Extension Office
Eisenhart Hall 103A
Bay Road
802-375-2860
schererw@aol.com
and
Roberta Devlin-Scherer
Professor of Educational Studies
Kozlowski Hall
973-761-7457
devlinrb@shu.edu
The Principal
Internship Portfolio
Annotation: This
manuscript analyzes the instructional, managerial and collaborative or
interdependent tasks performed by principal interns evidenced in principal
portfolios.
Abstract: To what
extent do the activities completed during a principal internship experience
require prospective principals to focus on instructional and managerial
leadership tasks and to collaborate with educators and others to improve
student learning? Three raters experienced in teaching the internship and in
portfolio review, analyzed 28 portfolios from two principal preparation
programs to determine the nature of tasks completed during an internship and
the extent to which the tasks required collaboration.
Data
collection forms were developed: to specify the activities completed in the categories
of program evaluation; classroom observation; teacher conferencing and job shadows/professional
development; managerial tasks; and collaboration for each activity. In
addition, significant quotations were selected from reflections on leadership
papers.
Results
note differences among elementary, middle, and secondary aspiring principals.
Recommendations are made for improving the content and experiences offered in
training programs for beginning principals. This article offers guidance for
structuring learning experiences that prepare new principals to affect change for
improved student learning.
The Principal
Internship Portfolio
The principal
internship has been recognized as an important component in the preparation of
school leaders (Capasso & Daresh, 2001; ISLLC, 1996; National Policy Board
for Educational Administration, 1995; Murphy, 1992; North Carolina Principal
Fellows Program, 1998) and received encouragement and financial support from
the Danforth Foundation (Milstein, 1993) through its Danforth Preparation
Program for School Principals. Recently, one of the goals of the newly
established National Commission for the Advancement of Educational Leadership
Preparation has been to improve the quality of preparation programs in
educational leadership, including the quality of the internship experience
(Jackson & Kelley, 2002; Young, 2002). Furthermore, the importance of
improving the preparation of excellent leaders that includes a rigorous
field-based experience has been recognized by the U.S. Department of Education
through its School Leadership Program (New grant to improve principals’
leadership, 2002).
The significance
of the principal internship has been strongly noted (Cordeiro
& Smith Sloan, 1996; Daresh & Nestor, 1987;
Milstein, Bobroff, & Restine, 1991; Paulter, 1990),
and there has been increased interest in the quality of mentoring for aspiring
principals (Crocker & Harris, 2002; Daresh, 2001; Malone, 2001). Innovative methods for training aspiring
principals are being implemented. For
example, in
Often activities
of internships are documented with professional portfolios (Guaglianone, 1998)
as in the
Method
Description of Principal Internship
During each
principal internship experience candidates were expected to (1) conduct a
program evaluation; (2) apply program implementation skills; (3) refine
classroom observation and teacher conferencing skills; (4) perform managerial
responsibilities; (5) complete a reflective paper focused on the activities
conducted during the internship experience; (6) compile a principal internship
portfolio which provided evidence of completed instructional and managerial
tasks; (7) attend seminars with others completing the internship; and (8)
participate in school-based conferences with a university supervisor and a
practicing administrator mentor. Additionally, candidates were encouraged to
complete day-long job shadows of practicing administrators and participate in
relevant professional development programs related to school leadership.
A university
supervisor and a field-based mentor guided each small group of principal
interns as they completed internship experiences. Four semesters of principal
portfolios (N=28) were analyzed. Each documentation portfolio included artifact
sections related to instructional leadership (tasks related to program
evaluation, program implementation, classroom observation, job
shadowing/professional development), and managerial tasks (meetings and activities
related to discipline, facilities, budgets, and transportation). A reflective leadership paper and a time log
of activities were also part of the portfolio.
Prior to the
commencement of the formal internship activities, the intern created an action
plan that was approved by the university instructor. Eight seminars held
biweekly focused on sharing accomplishments and concerns of the prospective
principals and discussing readings. The university supervisor reviewed a
videotape of the intern conducting a post-classroom observation teacher
conference and met with the mentor and intern to discuss intern activities. This
internship and portfolio were part of a regular program in educational
leadership and were conducted with no special funding.
Data Collection Procedures
Two data collection
forms were used. The first noted activities that represented instructional and
managerial leadership. Through meetings of the three researchers, agreement was
reached on the procedure to specify the scope of each activity (e.g., create a
succinct phrase to describe each activity). The second was a Collaboration Checklist,
developed to describe interdependent leadership, activities that required
interaction with and support from others. Raters scored an intensity of
collaboration scale, based on the frequency of contact and diversity of roles
included in internship project activities. Significant quotations related to
interns’ activities were selected from the leadership papers.
Each researcher
collected data on one-third of the principal internship portfolios using the
three forms. Throughout this period there were regular meetings and informal
conversations to resolve data collection questions in order to maintain common
understandings for collecting data across all 28 portfolios.
Program
Evaluation, Program Implementation, and Managerial Leadership. For each of
these main categories of internship activity sub-categories were established
and the data was arrayed by elementary, middle, and high school participants.
Subsequently, proportions were computed to show the extent to which principals
were engaged in each sub-category. Qualitative data were derived from the
leadership paper by identifying several themes of comments in each of the areas
of program evaluation, program implementation and managerial leadership.
Classroom
Observation and Teacher Conferencing. Theme analysis was conducted on the
qualitative data derived from the leadership paper.
Job
Shadowing/Professional Development. The number and school level of job shadows
were determined. Voluntary professional development experiences were listed and
categorized by level of participant in order to describe the nature of these
activities. Thematic analysis was conducted on principal intern comments in
these areas as well.
Interdependent
Leadership. Three sets of quantitative analyses were conducted from the
data derived from the Collaboration Checklist. First, the data from the
Collaboration Checklists completed for each of the areas of program evaluation,
program implementation, and managerial leadership were arrayed by level,
intensity, role, and method of collaboration. Second, mean intensities of
collaboration for those activities requiring collaboration were computed by
school level in each of the three activity areas. Finally, an analysis of the
proportion of activities involving collaboration with roles (for the total
sample) and mean ranking of contact by roles was completed. The qualitative
data derived from the leadership paper were also reviewed for interesting and
repeated comments on collaboration.
Results
Program Evaluation, Program Implementation, and Managerial
Leadership
Table 1 and
Appendix A reflect the diversity of activities the interns conducted for these
three categories.
In the area of
program evaluation elementary and middle school interns focused more on
curriculum than did high school interns. Additionally, elementary and middle
school interns evaluated core curriculum areas (e. g., mathematics, language
arts) more frequently. Overall, 66% of the program evaluation activities were
in the area of curriculum.
Interns agreed that
the role of the principal should focus on instructional leadership. One intern
noted, "The strongest and best administrators are those who lead in
curriculum and instruction. I hope to be that kind of leader--what we teach and
how we teach it affects students." Some believed that the principal can be
a powerful force in the emphasis and direction of the school. "I am truly
able to help enhance the education of children and adults, much more than I am
able to in my first grade classroom alone."
The interns had
varied reactions while conducting program evaluations. One intern who analyzed
testing achievement in mathematics commented, "I enjoyed dissecting the
data to obtain results and creating an action plan with other teachers for
improvement." Another, whose attitude was more commonly held, expressed
concerns about his competence. “I don't have a problem creating surveys or
interviewing people. I just don't know what to do with the data I've collected.
It took all I had to begin analyzing the data from my survey. If that's not bad
enough, writing the narrative was like pulling teeth. Needless to say, I feel I
need improvement in this area.”
Many agreed these
projects required an intense amount of work. "The program evaluation was
the part of the internship that took the most time and work for me . . . I had
too many questions I wanted answered." Program evaluation also requires
honestly examining the data. Reports on
several projects indicated that anticipated results were not reached; student
attitudes or test results remained the same in spite of an intervention.
From their new
perspective as emerging leaders, interns found several problems and challenges
associated with program evaluation. Often it does not get adequate attention.
"The lack of program evaluation should not be blamed on the school
administrators entirely. . . most communities don't hold schools to a high
enough standard." Educators tend to view programs they are involved in
positively and not consult or use data for their judgments. "Teachers felt
that classified students had experienced academic gains, but did not explain
how they reached that conclusion. How do they know the students would not have
learned more in a resource room?"
In the area of
program implementation, high school interns were the most active in presenting
professional development workshops, including: "Using the Internet for
Science," "Orienteering,"
and "Learning Styles." Again, elementary and middle school interns
centered their attention on basic curriculum areas. Middle school participants
also displayed interest in common trends including peer mediation, student
orientations, grouping, and block scheduling. Elementary and high school
interns also made contributions in communicating information about the school through
handbooks and staff programs.
As they
implemented programs, interns realized the necessity and benefits of group
ownership as well as the hard work it requires. "If we are to change the
culture of the school, I think it is imperative that most of the staff buy in
to the changes." Becoming an administrator causes one to have a different
attitude about involvement.
I think the program would flow more smoothly
if our colleagues feel the same ownership. She (co-planner) doesn't agree.
Perhaps I am looking at this program as an administrator who desires the
support of her staff in the creation of a school-wide project, rather than as a
teacher who is trying to put together a program.
Interns commented that developing broad-based support demands time.
"I have witnessed my principal design and implement a computer curriculum
in collaboration with her staff. It has taken five years, but through hard work
and a shared vision our students are producing great work." Not all the
energy devoted to team work was seen as beneficial, however. "I wonder if
the time it took to get this point could have been shortened to get
building-wide involvement on instructional improvement. Most of the committee
members were wedded to a process and they liked spending hours over semantic
nuances."
A major impediment
to attaining ownership can be teacher attitude. Interns highlighted reforms
that some staff were having difficulty accepting, including flexible and block
scheduling, heterogeneous grouping, core curriculum standards, carrying out
individual education plans, and new curriculum. The above themes derived from interns’
comments about program implementation (e.g., benefits of group ownership, hard
work, and teachers' attitudes) are echoed by Speck (1999),
It is not an easy task to develop a
collaborative spirit within the school learning community that honors the
collective efforts of teachers, staff members, parents, and others in the community . . . (collaboration) can take years of work and
meticulous development of relationships. (p.105)
In the area of
managerial leadership, participants
served on 50 different kinds of committees, many of which had multiple
meetings. A variety of scheduling activities were completed in this area of
work. Overall, 38% and 16% of the activities in managerial leadership were
devoted to meetings and scheduling, respectively. Interns viewed the
opportunity to serve on committees as an informative training ground in
collaboration.
Some found the
handling of discipline onerous. "Once back inside the office, the morning
became a steady stream of discipline problems," wrote one intern in
despair. Another wondered, "When do they [principals] have time to
accomplish anything?" A third reported "the number of referrals is staggering
. . . 4500 for the year." One participant expressed strong disappointment
that "administrators function mostly as disciplinarians and provide little
in the form of leadership and direction."
Classroom Observation and Teacher Conferencing
Interns conducted
56 observations of teachers and associated post-observation conferences in a
variety of subjects. One intern in health and physical education was concerned
that other educators might question his expertise in regular classrooms. He
observed nine teachers in traditional subject areas to expand his knowledge of
teaching across the disciplines. Some commentary on this category reflected
concern for lack of experience in collecting classroom data and conducting
conferences, ("I would have felt more comfortable if I had been the
teacher rather the observer"; "What I learned from the taping is . .
. I cut people off."), difficulty in communicating negative perceptions to
a conferee ("I spent a lot of time thinking about my approach to telling
her that she had forgotten initiation and closure."), and the seriousness
of this responsibility ("I want to look myself in the mirror and say I did
everything I could to help someone, but at the same time not keep a teacher on
staff that does not meet standards of good teaching.")
Job Shadows and Professional Development
Job Shadows.
Most interns engaged in this recommended activity. Middle and high school
interns were more likely to shadow at different school levels while elementary
interns tended to remain at their level. Interns viewed shadowing as
beneficial. They admired the competent administrators they observed. "This
shadowing experience affirmed that there are still caring, capable
administrators out there who are doing a great job with our youth."
They commented
positively on the ways the principals they observed carried out diverse
responsibilities. "She modeled the need to be visible during the day while
effectively using one's time; the importance of consensus building; the value
of delegating authority; and the necessity of making timely, but concise
decisions."
Some interns found
that this experience was a factor in determining career direction. "Had I
not done the shadowing I probably would not have considered a principalship at
all." Three interns who shadowed out of their level showed interest in
elementary principalships. "My shadowing experience with an elementary
school principal has opened a potential career path I never even considered
before."
Professional
Development. Table 2 reflects the number and kinds of professional
development activities in which the principal interns engaged.
Thirteen interns participated in various
professional development opportunities, in addition to the internship seminars.
Four interns participated in district-conducted sessions for aspiring
administrators, which included topics on curricular leadership, skill
development and legal issues. In general, interns viewed their own professional
development as a way to increase their skills as leaders; one intern mentioned
its significance in expanding her influence. "I am excited by the
prospects of being involved in making recommendations to the Governor,
Legislature, and the State Board of Education."
Interdependent Leadership
Table 3 shows mean
intensities of collaboration for those activities requiring collaboration.
All program evaluation projects required collaboration with other
roles and the intensity of that collaboration was rated as slightly above
average. Overall, collaboration with other roles was required for 87% of the
program implementation activities, while in managerial leadership, it was
required much less frequently (28% of the activities overall, with high school
interns collaborating at a slightly higher degree). Elementary interns
collaborated most frequently in all three categories.
Table 4 reflects
the proportion of activities involving collaboration with roles for the total
sample and mean ranking by roles.
In program
evaluation, principals and teachers (both .94) were followed by students (.84)
and resources (.84). Program implementation found teachers at .86 as most
frequent collaborators on projects, with resources (.36) and principals (.33)
mentioned less often. In management activities requiring collaboration, over
half noted teachers as collaborators while one-third mentioned working with the
principal.
Interns indicated
that interdependence among different roles causes a change in ways principals
carry out their responsibilities.
The role of instructional leader took on new
meaning. As I worked within the parameters of mandated site-based management,
school governance teams, and parent and teacher empowerment, the role of
instructional leader became more complex as one must function in a less autonomous
and autocratic structure.
When one collaborates, accomplishments take longer, "By spring
break not one of my action goals was complete. Each one needed more
information, time, or assistance from an outside source." Finally,
maintaining balance among different viewpoints is important to achieving the
best end, "One group's agenda must not overshadow what is ultimately best
for the overall development of the student."
Discussion
Examining
portfolio products can provide faculty with useful information on program
improvement. In these programs, the
quality of training for principal interns
in classroom observation, teacher conferencing, and program evaluation
needed additional attention. The
researchers found that the interns expressed concerns about their competence in
these areas. Programs for training principals need to provide ongoing and
substantial experiences in teacher classroom supervision and program evaluation
(Reid, 2000). These areas are directly associated with improved student
learning and unless prospective principals have advanced skills in these areas
they will not be prepared to affect student learning once they take on their
first position.
It
would be beneficial to craft experiences that would require principal interns
to collaborate with community representatives and families as well as to be
able to observe principals who provide models for within-school collaboration. Community and parent involvement in schools
can be related to improved student achievement. This study did not find a
high level of collaboration with these education stakeholders. Principal interns
need to engage in activities during this learning experience which develop
these relation-building skills to include these groups in a variety of ways
in schools. They also need to observe and work with principals who can serve
as models for excellent within-school collaboration. Reflections on activities
in portfolios offered guidance for internship course development. Middle and
high school interns who provided professional development sessions emerged
as confident in preparing and conveying information to teachers. They learned
effective characteristics of professional development programs and are likely
to provide quality programs for their future staffs. Elementary principal
interns did not conduct these sessions, and it is believed
they would have benefited from leading professional development
programs for teachers. In order
to be a leader of teachers and affect student
learning, the ability to provide professional development for teachers is
an essential.
Out-of-level
job shadowing experiences proved to be valuable. Although these principal interns were preparing for principal
roles at the level of their teaching experiences, they were surprised that they
were attracted to principalships at a different level when they completed
out-of-level shadowing experiences. Perhaps requiring out-of-level shadowing
experiences would enable interns to become more aware of the complete spectrum
of school leadership positions in their future careers.
The
use of resources in guiding principal thinking should continue in real
leadership roles. The principal
interns in this study found information in resources useful in revising
programs and framing positions. Sometimes principals in school settings make
decisions without consulting the current literature in the area of development.
Since these resources were found helpful in this formal graduate program,
follow through leadership development programs need to continue to stress and
model the use of quality resources as principals design and evaluate programs.
Intern
experiences and reflections highlighted the need to improve the conditions of
the principal role. Ricciardi’s (2000) description of the Kentucky Principal
Intern Program notes that principals and assistant principals were heavily
involved in discipline and had little time to devote to instructional
leadership. Some interns in the programs described in this paper were
overwhelmed by the lack of systematic organization of their schools. Job
requirements and expectations of principals that are resulting in fewer
qualified applicants nationally (Cusick, 2003) were
evident in these portfolio activities and comments. Consideration needs to be
given for dividing the principal's role between instructional and managerial
leadership. With the recent call to expand the principal's role in
instructional leadership and assign managerial tasks to others (Olson, 2000),
the time is right to design alternative forms of school leadership. Some
schools have experimented with strategies to reduce administrator time on non-instructional
tasks through job sharing, grade level principals, and creation of trained
business managers (Hertling, 2001). By sharing the complex role of principal,
educators in charge of schools may be able to implement more advanced forms of
standards-based education that result in improved student learning.
The
culminating principal intern experience should be carefully designed with
attention to the number of hours and the nature and breadth of assignments. The amount of time devoted to training principal
interns and the content and experiences in these programs are important.
Whether universities and districts individually or jointly design the principal
internship, the guidelines for this learning experience would best be served
with a full-time internship (Burnham, 2001; Hung, 2001) that focuses on
instruction. An intensive experience would enable prospective principals to
become more competent and confident.
This
paper offers some guidance for structuring a rigorous and worthwhile learning
experience that begins to prepare someone for the role of principal that can be
completed in one semester. Selecting excellent principals in a district and
having them serve as mentors or shadow models may encourage interns to pursue a
principalship because they have learned from someone who is effective. A
professional role model can inspire interns to reach for excellence and show
them ways to do so. Learning experiences need to emphasize activities in the
areas of instructional leadership, so that new principals will know how to
affect change for improved student learning.
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Proportion
of Activities of Principal Interns (n=28) Devoted to Subcategories within
Program Evaluation, Program Implementation and Management
Program Evaluation
1.
Curriculum .66
2.
Special Programs/Activities .34
Program Implementation
1.
Curriculum .29
2.
Intern-Presented Workshops .27
3.
Student-Related .24
4.
Staff-Faculty Related .20
Management
1.
Scheduling .16
2.
Testing .03
3.
Building .00
4. Budget .08
5.
Curriculum .05
6.
Student-Related .05
7.
Supervision .09
8.
Policies/Procedures .02
9.
Publications .05
10. School-Family .06
11.
Meetings .38
12.
Systematic Shadowing .02
Principal Interns'
Professional Development Activities by Level*
Elementary (n=8)
Intern Professional Development Programs
01 Team Leader Program
08 Aspiring Administrators
Program: Challenges of the Assistant Principal
16 Summer training with Dr. Mel
Levine
17 Math Manipulatives
20 Seminar in Law
Subtotal=5
Middle (n=8)
Intern Professional Development Programs
06 Administrator
Aspirant Program (6 workshops/one shadow):
Redefining Educational
Leadership for the 21st Century
Assessing
Leadership Strengths and Needs for Improvement
Resolving Conflicts
through Win-Win Situations
Marketing Yourself
Special Challenges of
the Assistant Principal
Getting the Job
The Principal's Role in
Curriculum Leadership
Building Level Legal
Issues
Culminating Experience
13
22 Previewing the Principalship
Improving Student
Performance
Making Your Best
Instruction Even Better
Subtotal=3
High School (n=12)
Intern Professional Development Programs
09 District Administrative Intern Program
(multiple sessions/activities):
Attend District/Town Meetings
Assist in
School/Curricular Meetings
Assist in Unique School
Projects
Shadowing
Resume/Letters of
Introduction
Mock Interview
10 Minority Recruitment of
Future Teachers
CT Advisory for Teacher
Professional Standards
18
Learning Styles
23 Student Assistance Teams
25 State Advisory Council in
Special Education
Subtotal=5
Grand
total=13
*Does
not include intern-presented workshops or normal attendance at
district/school-level professional development programs
Mean
Intensity (on a five point scale) of Collaboration in
Principal Internship Activity Categories by School Level*
|
Category
(Total
Activities) |
Mean
Total for all levels (Proportion collaborative) |
Elem. (Proportion collaborative) |
Middle (Proportion collaborative) |
High (Proportion collaborative) |
|
Program
Evaluation (n=32) |
3.5 (1.0) |
3.6 (1.0) |
3.3 (1.0) |
3.5 (1.0) |
|
Program Implementa-tion (n=41) |
3.7 (.87) |
4.0 (1.0) |
3.8 (.75) |
3.5 (.83) |
|
Managerial
Leadership (n=133) |
3.3 (.28) |
3.9 (.24) |
2.9 (.25) |
3.0 (.33) |
*
The top number in each cell reflects the intensity of collaboration.
Under
that number, in parentheses, is the proportion of the
total activities that were collaborative.
Proportion
of Activities Involving Collaboration with Roles and Mean Ranking of Contact by
Roles*
Program Evaluation
Prog. Implementation Managerial
Leadership
|
Roles |
Proportion |
M Ranking |
Proportion |
M Ranking |
Proportion |
M Ranking |
|
Guidance |
.13 |
1.0 |
.08 |
1.3 |
.11 |
1.0 |
|
Spec
Ed |
.06 |
2.0 |
.11 |
1.8 |
---- |
---- |
|
Principal |
.94 |
1.9 |
.33 |
1.9 |
.35 |
1.1 |
|
Asst
Prin |
.06 |
1.0 |
.06 |
1.5 |
.14 |
1.8 |
|
Teachers |
.94 |
1.3 |
.86 |
1.2 |
.57 |
1.0 |
|
Comm.
groups |
.06 |
1.0 |
.11 |
1.3 |
.08 |
1.0 |
|
Other
schools |
.26 |
1.6 |
.17 |
1.5 |
.08 |
1.7 |
|
Students |
.84 |
1.6 |
.17 |
2.0 |
.22 |
1.5 |
|
Psych. |
___ |
___ |
___ |
___ |
.03 |
2.0 |
|
School
Board |
.19 |
3.0 |
.06 |
2.0 |
.11 |
1.0 |
|
Central
Office |
.26 |
2.7 |
.11 |
1,8 |
.11 |
1.0 |
|
Resources |
.84 |
1.9 |
.36 |
1.6 |
___ |
___ |
|
Parents |
.26 |
2.0 |
.17 |
1.8 |
.27 |
1.4 |
|
Others |
.52 |
1.6 |
.22 |
1.3 |
.30 |
1.2 |
*Proportion levels of
.33 or above are in bold.
PRINCIPAL
INTERNS' (N=28) ACTIVITIES IN PROGRAM EVALUATION, PROGRAM IMPLEMENTATION, AND
MANAGEMENT
|
CATEGORY |
SUB-CATEGORY |
Elem N=8 |
Mid N=8 |
High N=12 |
Total N=28 |
|
Program Evaluation |
|
11 |
8 |
13 |
32 |
|
Curriculum |
|
10 |
6 |
5 |
21 |
|
|
Human
Relations |
|
|
1 |
1 |
|
|
Career
Education |
|
|
1 |
1 |
|
|
Peer
Mediation (CR) |
|
1 |
|
1 |
|
|
Physical
Education |
|
|
2 |
2 |
|
|
World
Languages |
|
1 |
|
1 |
|
|
Computers |
|
1 |
|
1 |
|
|
Mathematics |
3 |
1 |
|
4 |
|
|
Special
Education |
|
1 |
1 |
2 |
|
|
Gender
Fairness |
1 |
|
|
1 |
|
|
Language
Arts |
1 |
1 |
|
2 |
|
|
|
3 |
|
|
3 |
|
|
Writing |
2 |
|
|
2 |
|
Special
Programs/ Activities |
|
1 |
2 |
8 |
11 |
|
|
Interdisciplinary
Teaching |
|
|
1 |
1 |
|
|
After-School
Children's Leadership Program |
1 |
|
|
1 |
|
|
People
Having A Super Evening |
|
1 |
|
1 |
|
|
Subject-Directed
Assistance Period |
|
|
1 |
1 |
|
|
Induction
of Beginning Teachers |
|
1 |
|
1 |
|
|
Partnership
Program (School-Community Violence Prevention) |
|
|
1 |
1 |
|
|
Use
of Vocational School |
|
|
1 |
1 |
|
|
High
School Attendance Policy |
|
|
2 |
2 |
|
|
Independent
Study Forms |
|
|
1 |
1 |
|
|
CT
Academic Proficiency Test (CAPT): Evaluation and Program Improvement Plan |
|
|
1 |
1 |
|
Program Implementa-tion |
|
11 |
12 |
18 |
41 |
|
Curriculum |
|
5 |
5 |
2 |
12 |
|
|
World
Languages |
1 |
|
|
1 |
|
|
Peer
Mediation |
|
1 |
|
1 |
|
|
Science |
1 |
|
1 |
2 |
|
|
Health
Education/Human Sexuality |
|
2 |
|
2 |
|
|
Study
Skills |
|
1 |
|
1 |
|
|
School-To-Career |
|
|
1 |
1 |
|
|
Language
Arts |
2 |
|
|
2 |
|
|
Mathematics |
1 |
|
|
1 |
|
|
Multiculturalism |
|
1 |
|
1 |
|
Intern-Presented Workshops |
|
2 |
3 |
6 |
11 |
|
|
Student
Writing |
1 |
|
|
1 |
|
|
Using
Internet for Science |
|
|
1 |
1 |
|
|
Orienteering |
|
|
1 |
1 |
|
|
Transitioning
to High School |
|
|
1 |
1 |
|
|
Alternative
Scheduling/Heterogeneous Grouping |
|
1 |
|
1 |
|
|
Managing
Disruptive Youth in the Classroom |
|
|
1 |
1 |
|
|
Inclusion |
1 |
|
|
1 |
|
|
Peer
Mediation |
|
|
1 |
1 |
|
|
Mathematics
(Hand-On Activities) |
|
1 |
|
1 |
|
|
School
|
|
1 |
|
1 |
|
|
Learning
Styles |
|
|
1 |
1 |
|
Student-Related |
|
1 |
3 |
6 |
10 |
|
|
After-School
Children's Leadership Program |
1 |
|
|
1 |
|
|
Block
Scheduling |
|
1 |
1 |
2 |
|
|
Middle
School Heterogeneous Grouping |
|
1 |
|
1 |
|
|
CT
Academic Proficiency Test (CAPT) Scheduling |
|
|
1 |
1 |
|
|
Diversity
Workshop for Students |
|
|
1 |
1 |
|
|
Student
Assistance Teams |
|
|
1 |
1 |
|
|
Tutoring
Program |
|
|
1 |
1 |
|
|
Service
Learning Program |
|
|
1 |
1 |
|
|
Student
Orientations |
|
1 |
|
1 |
|
Staff-Faculty- Related |
|
3 |
1 |
4 |
8 |
|
|
Middle
School Instructional Handbook for Parents |
|
|
1 |
1 |
|
|
|
2 |
|
|
2 |
|
|
Staff-Faculty
Wellness Program |
|
|
1 |
1 |
|
|
Coaches
Handbook |
|
|
1 |
1 |
|
|
School
Improvement Team |
|
1 |
|
1 |
|
|
Parent
Volunteer Program |
1 |
|
|
1 |
|
|
Evening
Special Education Program Meeting |
|
|
1 |
1 |
|
Management |
|
45 |
36 |
52 |
133 |
|
Scheduling |
|
6 |
7 |
8 |
21 |
|
|
Bus
Evacuation |
1 |
|
|
1 |
|
|
Final
Examinations |
|
|
1 |
1 |
|
|
Special
Education Scheduling |
2 |
2 |
|
4 |
|
|
District-Wide
Staff Development |
1 |
|
|
1 |
|
|
Next
Year Schedule |
|
3 |
3 |
6 |
|
|
School
Visitation for Teacher Professional Development |
|
1 |
|
1 |
|
|
Classroom
Coverage |
|
1 |
|
1 |
|
|
Athletic
Scheduling |
|
|
2 |
2 |
|
|
Block
Scheduling |
1 |
|
|
1 |
|
|
Awards |
|
|
1 |
1 |
|
|
Summer
Studies Program |
|
|
1 |
1 |
|
|
Curriculum
Planning Time for Teachers |
1 |
|
|
1 |
|
Administer
Testing Programs |
|
1 |
2 |
1 |
4 |
|
Building |
|
1 |
0 |
0 |
1 |
|
Budget |
|
5 |
3 |
3 |
11 |
|
Curriculum |
|
1 |
2 |
4 |
7 |
|
|
Support
for Students With Learning Problems |
|
1 |
1 |
2 |
|
|
Special
Events |
|
1 |
1 |
2 |
|
|
Selection
of Textbooks |
1 |
|
|
1 |
|
|
Vertical
Articulation |
|
|
1 |
1 |
|
|
Weather
Internet With Television Station Project |
|
|
1 |
1 |
|
Student-Related |
|
3 |
1 |
3 |
7 |
|
|
Extra-Curricular
Program |
|
|
1 |
1 |
|
|
Student
Attendance |
1 |
1 |
|
2 |
|
|
Cards
for Incoming Students |
1 |
|
|
1 |
|
|
Cumulative
Writing Folders |
1 |
|
|
1 |
|
|
Investigation
of Women's Sports Issues |
|
|
1 |
1 |
|
|
Peer
Advocate Program |
|
|
1 |
1 |
|
Supervision |
|
6 |
1 |
5 |
12 |
|
|
Substituting
in Principal's Role |
1 |
|
1 |
2 |
|
|
Additional
Observations of Teachers |
|
|
1 |
1 |
|
|
Bus,
Cafeteria, Hall, Lavatory, Special Events |
3 |
|
1 |
4 |
|
|
Emergency
Substitute Folders |
|
1 |
|
1 |
|
|
Lesson
Planbooks |
1 |
|
|
1 |
|
|
Mentoring
and Orientation of New Staff |
|
|
2 |
2 |
|
|
Non-Teaching
Staff |
1 |
|
|
1 |
|
Policies
and Procedures |
|
2 |
0 |
1 |
3 |
|
|
Transportation |
1 |
|
|
1 |
|
|
Dropping
of Courses |
|
|
1 |
1 |
|
|
Food Services |
1 |
|
|
1 |
|
Publications |
|
1 |
1 |
5 |
7 |
|
|
Writing
Newspaper Articles |
|
1 |
2 |
3 |
|
|
Athletic
Handbook Revision |
|
|
1 |
1 |
|
|
Program
of Studies Revision |
|
|
1 |
1 |
|
|
Proposal
Writing |
|
|
1 |
1 |
|
|
Review
of District Policy Manual |
1 |
|
|
1 |
|
School-Family
Relations |
|
4 |
2 |
2 |
8 |
|
Meetings |
|
14 |
16 |
20 |
50 |
|
|
|
|
|
1 |
1 |
|
|
Foreign
Language Review Committee |
|
1 |
|
1 |
|
|
Instructional
Time Committee |
|
1 |
|
1 |
|
|
Business
Manager (Grants) |
|
|
1 |
1 |
|
|
School-to-Career
Committee |
|
|
1 |
1 |
|
|
|
|
|
1 |
1 |
|
|
School
Improvement Committee |
1 |
|
|
1 |
|
|
"Break
the Mold" Committee |
1 |
|
|
1 |
|
|
Parent-Teacher
Association (PTA) Meetings |
2 |
|
|
2 |
|
|
Principals'
Meetings |
|
1 |
|
1 |
|
|
Psychiatric
Evaluation Meetings |
|
1 |
|
1 |
|
|
PPTs (Special Education Team) |
2 |
4 |
2 |
8 |
|
|
Secondary
Coordinators' Meeting |
|
1 |
|
1 |
|
|
Teacher/Non-Teacher
Interviews |
|
2 |
1 |
3 |
|
|
Grade
Level Meetings |
1 |
|
|
1 |
|
|
Student
Assistance Team (SAT) Meetings |
2 |
1 |
2 |
5 |
|
|
Student
Discipline Sessions |
2 |
3 |
3 |
8 |
|
|
School
Governance Meetings |
1 |
|
1 |
2 |
|
|
Expulsion
and Suspension Meetings |
|
|
1 |
1 |
|
|
Minority
Recruitment Fair |
|
|
1 |
1 |
|
|
Board
of Education Meetings |
2 |
|
1 |
3 |
|
|
Sexual
Harassment Meetings |
|
|
1 |
1 |
|
|
Athletic
Philosophy Committee |
|
|
1 |
1 |
|
|
Community
Services Coalition |
|
|
1 |
1 |
|
|
Minority
Parents' Committee |
|
|
1 |
1 |
|
|
Parent
Relations Committee |
|
1 |
|
1 |
|
Systematic
Shadowing |
|
1 |
1 |
0 |
2 |
|
|
Two
Periods Every Sixth Day |
|
1 |
|
1 |
|
|
End-of-the-Day
Office Assistant |
1 |
|
|
1 |
|
GRAND TOTALS |
|
67 |
56 |
83 |
206 |