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Assignment Prompt & Instructions

**files (3)**

– ## FE2.docx

– ## PSELStandards.pdf

– ## NELPStandards.pdf

**## FE2.docx**

**FIELD EXPERIENCE REPORT**

**Student’s Name: Date of Completion:**

| | | |
| — | — | — |
| **TITLE OF THE ACTIVITY** | **KNOWLEDGE**<br>(Check one) | **NELP/PSEL STANDARDS ADDRESSED** |
| Evaluation Procedures for Non-Certificated Personnel | New _____<br>Changed _______<br>Reinforced __________ | NELP:<br>PSEL: |

**directions: F** ield Experience: Evaluation Procedures for Non-Certificated Personnel – Review district procedures for evaluating non-certificated personnel and discuss with an administrator how the negotiated contract influences the process. Summarize and reflect on the findings. (Note: Non-certificated are those employees who are considered classified personnel. This group typically includes clerical, instructional assistants, maintenance, etc.)

**Summary** (provide a clear and concise description of the information you collected and additional details as needed)

**Reflection**(share your thoughts about the experience and how this information has broadened your understanding of school leadership)

**## PSELStandards.pdf**

PROFESSIONAL STANDARDS FOR EDUCATIONAL LEADERS (PSELs)

For the full standards document visit https://www.wallacefoundation.org/knowledge-
center/Documents/Professional-Standards-for-Educational-Leaders-2015.pdf

Standard 1. Mission, Vision, and Core Values

Effective educational leaders develop, advocate, and enact a shared mission, vision, and core
values of high-quality education and academic success and well-being of each student.

Standard 2. Ethics and Professional Norms

Effective educational leaders act ethically and according to professional norms to promote each
student’s academic success and well-being.

Standard 3. Equity and Cultural Responsiveness

Effective educational leaders strive for equity of educational opportunity and culturally
responsive practices to promote each student’s academic success and well-being.

Standard 4. Curriculum, Instruction, and Assessment

Effective educational leaders develop and support intellectually rigorous and coherent systems
of curriculum, instruction, and assessment promote each student’s academic success and well-

being.

Standard 5. Community of Care and Support for Students

Effective educational leaders cultivate an inclusive, caring, and supportive school community
that promotes the academic success and well-being of each student.

Standard 6. Professional Capacity of School Personnel

Effective educational leaders develop the professional capacity and practice of school
personnel to promote each student’s academic success and well-being.

[https://www.wallacefoundation.org/knowledge-center/Documents/Professional-Standards-for-Educational-Leaders-2015.pdf](https://www.wallacefoundation.org/knowledge-center/Documents/Professional-Standards-for-Educational-Leaders-2015.pdf)

[https://www.wallacefoundation.org/knowledge-center/Documents/Professional-Standards-for-Educational-Leaders-2015.pdf](https://www.wallacefoundation.org/knowledge-center/Documents/Professional-Standards-for-Educational-Leaders-2015.pdf)

Standard 7. Professional Community for Teachers and Staff

Effective educational leaders foster a professional community of teachers and other
professional staff to promote each student’s academic success and well-being.

Standards 8. Meaningful Engagement of Families and Community

Effective educational leaders engage families and the community in meaningful, reciprocal, and
mutually beneficial ways to promote each student’s academic success and well-being.

Standard 9. Operations and Management

Effective educational leaders manage school operations and resources to promote each
student’s academic success and well-being.

Standard 10. School Improvement

Effective educational leaders act as agents of continuous improvement to promote each
student’s academic success and well-being.

**## NELPStandards.pdf**

NATIONAL EDUCATIONAL LEADERSHIP PREPARATION (NELP) PROGRAM
STANDARDS

For full text visit http://www.npbea.org/wp-content/uploads/2018/11/NELP-Building-Standards.pdf

Standard 1: Mission, Vison, and Improvement

Candidates who successfully complete a building-level educational leadership preparation program
understand and demonstrate the capacity to promote the current and future success and well-being of
each student and adult by applying the knowledge, skills, and commitments necessary to collaboratively
lead, design, and implement a school mission, vision, and process for continuous improvement that
reflects a core set of values and priorities that include data use, technology, equity, diversity, digital
citizenship, and community.

Component 1.1 Program completers understand and demonstrate the capacity to collaboratively
evaluate, develop, and communicate a school mission and vision designed to reflect a core set of values
and priorities that include data use, technology, equity, diversity, digital citizenship, and community.

Component 1.2 Program completers understand and demonstrate the capacity to lead improvement
processes that include data use, design, implementation, and evaluation

Standard 2 Ethics and Professional Norms

Candidates who successfully complete a building-level educational leadership preparation program
understand and demonstrate the capacity to promote the current and future success and well-being of
each student and adult by applying the knowledge, skills, and commitments necessary to understand
and demonstrate the capacity to advocate for ethical decisions and cultivate and enact professional
norms.

Component 2.1 Program completers understand and demonstrate the capacity to reflect on,
communicate about, cultivate, and model professional dispositions and norms (i.e., fairness, integrity,
transparency, trust, digital citizenship, collaboration, perseverance, reflection, lifelong learning) that
support the educational success and well-being of each student and adult.

Component 2.2 Program completers understand and demonstrate the capacity to evaluate,
communicate about, and advocate for ethical and legal decisions.

Component 2.3 Program completers understand and demonstrate the capacity to model ethical
behavior in their personal conduct and relationships and to cultivate ethical behavior in others.

[http://www.npbea.org/wp-content/uploads/2018/11/NELP-Building-Standards.pdf](http://www.npbea.org/wp-content/uploads/2018/11/NELP-Building-Standards.pdf)

Standards 3: Equity, Inclusiveness, and Cultural Responsiveness

Candidates who successfully complete a building-level educational leadership preparation program
understand and demonstrate the capacity to promote the current and future success and well-being of
each student and adult by applying the knowledge, skills, and commitments necessary to develop and
maintain a supportive, equitable, culturally responsive, and inclusive school culture.

Component 3.1 Program completers understand and demonstrate the capacity to use data to evaluate,
design, cultivate, and advocate for a supportive and inclusive school culture.

Component 3.2 Program completers understand and demonstrate the capacity to evaluate, cultivate,
and advocate for equitable access to educational resources, technologies, and opportunities that
support the educational success and well-being of each student.

Component 3.3 Program completers understand and demonstrate the capacity to evaluate, cultivate,
and advocate for equitable, inclusive, and culturally responsive instruction and behavior support
practices among teachers and staff.

Standard 4: Learning and Instruction

Candidates who successfully complete a building-level educational leadership preparation program
understand and demonstrate the capacity to promote the current and future success and well-being of
each student and adult by applying the knowledge, skills, and commitments necessary to evaluate,
develop, and implement coherent systems of curriculum, instruction, data systems, supports, and
assessment.

Component 4.1 Program completers understand and can demonstrate the capacity to evaluate,
develop, and implement high-quality, technology-rich curricula programs and other supports for
academic and non-academic student programs.

Component 4.2 Program completers understand and can demonstrate the capacity to evaluate,
develop, and implement high-quality and equitable academic and non-academic instructional practices,
resources, technologies, and services that support equity, digital literacy, and the school’s academic and
non-academic systems.

Component 4.3 Program completers understand and can demonstrate the capacity to evaluate,
develop, and implement formal and informal culturally responsive and accessible assessments that
support data-informed instructional improvement and student learning and well-being.

Component 4.4 Program completers understand and demonstrate the capacity to collaboratively
evaluate, develop, and implement the school’s curriculum, instruction, technology, data systems, and
assessment practices in a coherent, equitable, and systematic manner

Standards 5: Community and External Leadership

Candidates who successfully complete a building-level educational leadership preparation program
understand and demonstrate the capacity to promote the current and future success and well-being of
each student and adult by applying the knowledge, skills, and commitments necessary to engage
families, community, and school personnel in order to strengthen student learning, support school
improvement, and advocate for the needs of their school and community.

Component 5.1 Program completers understand and demonstrate the capacity to collaboratively
engage diverse families in strengthening student learning in and out of school.

Component 5.2 Program completers understand and demonstrate the capacity to collaboratively
engage and cultivate relationships with diverse community members, partners, and other constituencies
for the benefit of school improvement and student development.

Component 5.3 Program completers understand and demonstrate the capacity to communicate through
oral, written, and digital means within the larger organizational, community, and political contexts when
advocating for the needs of their school and community.

Standard 6: Operations and management

Candidates who successfully complete a building-level educational leadership preparation program
understand and demonstrate the capacity to promote the current and future success and well-being of
each student and adult by applying the knowledge, skills, and commitments necessary to improve
management, communication, technology, school-level governance, and operation systems to develop
and improve data-informed and equitable school resource plans and to apply laws, policies, and
regulations.

Component 6.1 Program completers understand and demonstrate the capacity to evaluate, develop,
and implement management, communication, technology, school-level governance, and operation
systems that support each student’s learning needs and promote the mission and vision of the school.

Component 6.2 Program completers understand and demonstrate the capacity to evaluate, develop,
and advocate for a data-informed and equitable resourcing plan that supports school improvement and
student development.

Component 6.3 Program completers understand and demonstrate the capacity to reflectively evaluate,
communicate about, and implement laws, rights, policies, and regulations to promote student and adult
success and well-being

Standard 7: Building Professional Capital

Candidates who successfully complete a building-level educational leadership preparation program
understand and demonstrate the capacity to promote the current and future success and well-being of
each student and adult by applying the knowledge, skills, and commitments necessary to build the
school’s professional capacity, engage staff in the development of a collaborative professional culture,
and improve systems of staff supervision, evaluation, support, and professional learning.

Component 7.1 Program completers understand and have the capacity to collaboratively develop the
school’s professional capacity through engagement in recruiting, selecting, and hiring staff.

Component 7.2 Program completers understand and have the capacity to develop and engage staff in a
collaborative professional culture designed to promote school improvement, teacher retention, and the
success and well-being of each student and adult in the school.

Component 7.3 Program completers understand and have the capacity to personally engage in, as well
as collaboratively engage school staff in, professional learning designed to promote reflection, cultural
responsiveness, distributed leadership, digital literacy, school improvement, and student success.

Component 7.4 Program completers understand and have the capacity to evaluate, develop, and
implement systems of supervision, support, and evaluation designed to promote school improvement
and student success

Standard 8: Internship

Candidates successfully complete an internship under the supervision of knowledgeable, expert
practitioners that engages candidates in multiple and diverse school settings and provides candidates
with coherent, authentic, and sustained opportunities to synthesize and apply the knowledge and skills
identified in NELP standards 1–7 in ways that approximate the full range of responsibilities required of
building-level leaders and enable them to promote the current and future success and well-being of
each student and adult in their school.

Component 8.1 Candidates are provided a variety of coherent, authentic field and/or clinical internship
experiences within multiple school environments that afford opportunities to interact with stakeholders,
synthesize and apply the content knowledge, and develop and refine the professional skills articulated in
each of the components included in NELP building-level program standards 1–7.

Component 8.2 Candidates are provided a minimum of six months of concentrated (10–15 hours per
week) internship or clinical experiences that include authentic leadership activities within a school
setting.

Component 8.3 Candidates are provided a mentor who has demonstrated effectiveness as an
educational leader within a building setting; is present for a significant portion of the internship; is
selected collaboratively by the intern, a representative of the school and/or district, and program
faculty; and has received training from the supervising institution.

**## NELPStandards.pdf**

NATIONAL EDUCATIONAL LEADERSHIP PREPARATION (NELP) PROGRAM
STANDARDS

For full text visit http://www.npbea.org/wp-content/uploads/2018/11/NELP-Building-Standards.pdf

Standard 1: Mission, Vison, and Improvement

Candidates who successfully complete a building-level educational leadership preparation program
understand and demonstrate the capacity to promote the current and future success and well-being of
each student and adult by applying the knowledge, skills, and commitments necessary to collaboratively
lead, design, and implement a school mission, vision, and process for continuous improvement that
reflects a core set of values and priorities that include data use, technology, equity, diversity, digital
citizenship, and community.

Component 1.1 Program completers understand and demonstrate the capacity to collaboratively
evaluate, develop, and communicate a school mission and vision designed to reflect a core set of values
and priorities that include data use, technology, equity, diversity, digital citizenship, and community.

Component 1.2 Program completers understand and demonstrate the capacity to lead improvement
processes that include data use, design, implementation, and evaluation

Standard 2 Ethics and Professional Norms

Candidates who successfully complete a building-level educational leadership preparation program
understand and demonstrate the capacity to promote the current and future success and well-being of
each student and adult by applying the knowledge, skills, and commitments necessary to understand
and demonstrate the capacity to advocate for ethical decisions and cultivate and enact professional
norms.

Component 2.1 Program completers understand and demonstrate the capacity to reflect on,
communicate about, cultivate, and model professional dispositions and norms (i.e., fairness, integrity,
transparency, trust, digital citizenship, collaboration, perseverance, reflection, lifelong learning) that
support the educational success and well-being of each student and adult.

Component 2.2 Program completers understand and demonstrate the capacity to evaluate,
communicate about, and advocate for ethical and legal decisions.

Component 2.3 Program completers understand and demonstrate the capacity to model ethical
behavior in their personal conduct and relationships and to cultivate ethical behavior in others.

[http://www.npbea.org/wp-content/uploads/2018/11/NELP-Building-Standards.pdf](http://www.npbea.org/wp-content/uploads/2018/11/NELP-Building-Standards.pdf)

Standards 3: Equity, Inclusiveness, and Cultural Responsiveness

Candidates who successfully complete a building-level educational leadership preparation program
understand and demonstrate the capacity to promote the current and future success and well-being of
each student and adult by applying the knowledge, skills, and commitments necessary to develop and
maintain a supportive, equitable, culturally responsive, and inclusive school culture.

Component 3.1 Program completers understand and demonstrate the capacity to use data to evaluate,
design, cultivate, and advocate for a supportive and inclusive school culture.

Component 3.2 Program completers understand and demonstrate the capacity to evaluate, cultivate,
and advocate for equitable access to educational resources, technologies, and opportunities that
support the educational success and well-being of each student.

Component 3.3 Program completers understand and demonstrate the capacity to evaluate, cultivate,
and advocate for equitable, inclusive, and culturally responsive instruction and behavior support
practices among teachers and staff.

Standard 4: Learning and Instruction

Candidates who successfully complete a building-level educational leadership preparation program
understand and demonstrate the capacity to promote the current and future success and well-being of
each student and adult by applying the knowledge, skills, and commitments necessary to evaluate,
develop, and implement coherent systems of curriculum, instruction, data systems, supports, and
assessment.

Component 4.1 Program completers understand and can demonstrate the capacity to evaluate,
develop, and implement high-quality, technology-rich curricula programs and other supports for
academic and non-academic student programs.

Component 4.2 Program completers understand and can demonstrate the capacity to evaluate,
develop, and implement high-quality and equitable academic and non-academic instructional practices,
resources, technologies, and services that support equity, digital literacy, and the school’s academic and
non-academic systems.

Component 4.3 Program completers understand and can demonstrate the capacity to evaluate,
develop, and implement formal and informal culturally responsive and accessible assessments that
support data-informed instructional improvement and student learning and well-being.

Component 4.4 Program completers understand and demonstrate the capacity to collaboratively
evaluate, develop, and implement the school’s curriculum, instruction, technology, data systems, and
assessment practices in a coherent, equitable, and systematic manner

Standards 5: Community and External Leadership

Candidates who successfully complete a building-level educational leadership preparation program
understand and demonstrate the capacity to promote the current and future success and well-being of
each student and adult by applying the knowledge, skills, and commitments necessary to engage
families, community, and school personnel in order to strengthen student learning, support school
improvement, and advocate for the needs of their school and community.

Component 5.1 Program completers understand and demonstrate the capacity to collaboratively
engage diverse families in strengthening student learning in and out of school.

Component 5.2 Program completers understand and demonstrate the capacity to collaboratively
engage and cultivate relationships with diverse community members, partners, and other constituencies
for the benefit of school improvement and student development.

Component 5.3 Program completers understand and demonstrate the capacity to communicate through
oral, written, and digital means within the larger organizational, community, and political contexts when
advocating for the needs of their school and community.

Standard 6: Operations and management

Candidates who successfully complete a building-level educational leadership preparation program
understand and demonstrate the capacity to promote the current and future success and well-being of
each student and adult by applying the knowledge, skills, and commitments necessary to improve
management, communication, technology, school-level governance, and operation systems to develop
and improve data-informed and equitable school resource plans and to apply laws, policies, and
regulations.

Component 6.1 Program completers understand and demonstrate the capacity to evaluate, develop,
and implement management, communication, technology, school-level governance, and operation
systems that support each student’s learning needs and promote the mission and vision of the school.

Component 6.2 Program completers understand and demonstrate the capacity to evaluate, develop,
and advocate for a data-informed and equitable resourcing plan that supports school improvement and
student development.

Component 6.3 Program completers understand and demonstrate the capacity to reflectively evaluate,
communicate about, and implement laws, rights, policies, and regulations to promote student and adult
success and well-being

Standard 7: Building Professional Capital

Candidates who successfully complete a building-level educational leadership preparation program
understand and demonstrate the capacity to promote the current and future success and well-being of
each student and adult by applying the knowledge, skills, and commitments necessary to build the
school’s professional capacity, engage staff in the development of a collaborative professional culture,
and improve systems of staff supervision, evaluation, support, and professional learning.

Component 7.1 Program completers understand and have the capacity to collaboratively develop the
school’s professional capacity through engagement in recruiting, selecting, and hiring staff.

Component 7.2 Program completers understand and have the capacity to develop and engage staff in a
collaborative professional culture designed to promote school improvement, teacher retention, and the
success and well-being of each student and adult in the school.

Component 7.3 Program completers understand and have the capacity to personally engage in, as well
as collaboratively engage school staff in, professional learning designed to promote reflection, cultural
responsiveness, distributed leadership, digital literacy, school improvement, and student success.

Component 7.4 Program completers understand and have the capacity to evaluate, develop, and
implement systems of supervision, support, and evaluation designed to promote school improvement
and student success

Standard 8: Internship

Candidates successfully complete an internship under the supervision of knowledgeable, expert
practitioners that engages candidates in multiple and diverse school settings and provides candidates
with coherent, authentic, and sustained opportunities to synthesize and apply the knowledge and skills
identified in NELP standards 1–7 in ways that approximate the full range of responsibilities required of
building-level leaders and enable them to promote the current and future success and well-being of
each student and adult in their school.

Component 8.1 Candidates are provided a variety of coherent, authentic field and/or clinical internship
experiences within multiple school environments that afford opportunities to interact with stakeholders,
synthesize and apply the content knowledge, and develop and refine the professional skills articulated in
each of the components included in NELP building-level program standards 1–7.

Component 8.2 Candidates are provided a minimum of six months of concentrated (10–15 hours per
week) internship or clinical experiences that include authentic leadership activities within a school
setting.

Component 8.3 Candidates are provided a mentor who has demonstrated effectiveness as an
educational leader within a building setting; is present for a significant portion of the internship; is
selected collaboratively by the intern, a representative of the school and/or district, and program
faculty; and has received training from the supervising institution.

**## FE2.docx**

**FIELD EXPERIENCE REPORT**

**Student’s Name: Date of Completion:**

| | | |
| — | — | — |
| **TITLE OF THE ACTIVITY** | **KNOWLEDGE**<br>(Check one) | **NELP/PSEL STANDARDS ADDRESSED** |
| Evaluation Procedures for Non-Certificated Personnel | New _____<br>Changed _______<br>Reinforced __________ | NELP:<br>PSEL: |

**directions: F** ield Experience: Evaluation Procedures for Non-Certificated Personnel – Review district procedures for evaluating non-certificated personnel and discuss with an administrator how the negotiated contract influences the process. Summarize and reflect on the findings. (Note: Non-certificated are those employees who are considered classified personnel. This group typically includes clerical, instructional assistants, maintenance, etc.)

**Summary** (provide a clear and concise description of the information you collected and additional details as needed)

**Reflection**(share your thoughts about the experience and how this information has broadened your understanding of school leadership)

**## PSELStandards.pdf**

PROFESSIONAL STANDARDS FOR EDUCATIONAL LEADERS (PSELs)

For the full standards document visit https://www.wallacefoundation.org/knowledge-
center/Documents/Professional-Standards-for-Educational-Leaders-2015.pdf

Standard 1. Mission, Vision, and Core Values

Effective educational leaders develop, advocate, and enact a shared mission, vision, and core
values of high-quality education and academic success and well-being of each student.

Standard 2. Ethics and Professional Norms

Effective educational leaders act ethically and according to professional norms to promote each
student’s academic success and well-being.

Standard 3. Equity and Cultural Responsiveness

Effective educational leaders strive for equity of educational opportunity and culturally
responsive practices to promote each student’s academic success and well-being.

Standard 4. Curriculum, Instruction, and Assessment

Effective educational leaders develop and support intellectually rigorous and coherent systems
of curriculum, instruction, and assessment promote each student’s academic success and well-

being.

Standard 5. Community of Care and Support for Students

Effective educational leaders cultivate an inclusive, caring, and supportive school community
that promotes the academic success and well-being of each student.

Standard 6. Professional Capacity of School Personnel

Effective educational leaders develop the professional capacity and practice of school
personnel to promote each student’s academic success and well-being.

[https://www.wallacefoundation.org/knowledge-center/Documents/Professional-Standards-for-Educational-Leaders-2015.pdf](https://www.wallacefoundation.org/knowledge-center/Documents/Professional-Standards-for-Educational-Leaders-2015.pdf)

[https://www.wallacefoundation.org/knowledge-center/Documents/Professional-Standards-for-Educational-Leaders-2015.pdf](https://www.wallacefoundation.org/knowledge-center/Documents/Professional-Standards-for-Educational-Leaders-2015.pdf)

Standard 7. Professional Community for Teachers and Staff

Effective educational leaders foster a professional community of teachers and other
professional staff to promote each student’s academic success and well-being.

Standards 8. Meaningful Engagement of Families and Community

Effective educational leaders engage families and the community in meaningful, reciprocal, and
mutually beneficial ways to promote each student’s academic success and well-being.

Standard 9. Operations and Management

Effective educational leaders manage school operations and resources to promote each
student’s academic success and well-being.

Standard 10. School Improvement

Effective educational leaders act as agents of continuous improvement to promote each
student’s academic success and well-being.

**## NELPStandards.pdf**

NATIONAL EDUCATIONAL LEADERSHIP PREPARATION (NELP) PROGRAM
STANDARDS

For full text visit http://www.npbea.org/wp-content/uploads/2018/11/NELP-Building-Standards.pdf

Standard 1: Mission, Vison, and Improvement

Candidates who successfully complete a building-level educational leadership preparation program
understand and demonstrate the capacity to promote the current and future success and well-being of
each student and adult by applying the knowledge, skills, and commitments necessary to collaboratively
lead, design, and implement a school mission, vision, and process for continuous improvement that
reflects a core set of values and priorities that include data use, technology, equity, diversity, digital
citizenship, and community.

Component 1.1 Program completers understand and demonstrate the capacity to collaboratively
evaluate, develop, and communicate a school mission and vision designed to reflect a core set of values
and priorities that include data use, technology, equity, diversity, digital citizenship, and community.

Component 1.2 Program completers understand and demonstrate the capacity to lead improvement
processes that include data use, design, implementation, and evaluation

Standard 2 Ethics and Professional Norms

Candidates who successfully complete a building-level educational leadership preparation program
understand and demonstrate the capacity to promote the current and future success and well-being of
each student and adult by applying the knowledge, skills, and commitments necessary to understand
and demonstrate the capacity to advocate for ethical decisions and cultivate and enact professional
norms.

Component 2.1 Program completers understand and demonstrate the capacity to reflect on,
communicate about, cultivate, and model professional dispositions and norms (i.e., fairness, integrity,
transparency, trust, digital citizenship, collaboration, perseverance, reflection, lifelong learning) that
support the educational success and well-being of each student and adult.

Component 2.2 Program completers understand and demonstrate the capacity to evaluate,
communicate about, and advocate for ethical and legal decisions.

Component 2.3 Program completers understand and demonstrate the capacity to model ethical
behavior in their personal conduct and relationships and to cultivate ethical behavior in others.

[http://www.npbea.org/wp-content/uploads/2018/11/NELP-Building-Standards.pdf](http://www.npbea.org/wp-content/uploads/2018/11/NELP-Building-Standards.pdf)

Standards 3: Equity, Inclusiveness, and Cultural Responsiveness

Candidates who successfully complete a building-level educational leadership preparation program
understand and demonstrate the capacity to promote the current and future success and well-being of
each student and adult by applying the knowledge, skills, and commitments necessary to develop and
maintain a supportive, equitable, culturally responsive, and inclusive school culture.

Component 3.1 Program completers understand and demonstrate the capacity to use data to evaluate,
design, cultivate, and advocate for a supportive and inclusive school culture.

Component 3.2 Program completers understand and demonstrate the capacity to evaluate, cultivate,
and advocate for equitable access to educational resources, technologies, and opportunities that
support the educational success and well-being of each student.

Component 3.3 Program completers understand and demonstrate the capacity to evaluate, cultivate,
and advocate for equitable, inclusive, and culturally responsive instruction and behavior support
practices among teachers and staff.

Standard 4: Learning and Instruction

Candidates who successfully complete a building-level educational leadership preparation program
understand and demonstrate the capacity to promote the current and future success and well-being of
each student and adult by applying the knowledge, skills, and commitments necessary to evaluate,
develop, and implement coherent systems of curriculum, instruction, data systems, supports, and
assessment.

Component 4.1 Program completers understand and can demonstrate the capacity to evaluate,
develop, and implement high-quality, technology-rich curricula programs and other supports for
academic and non-academic student programs.

Component 4.2 Program completers understand and can demonstrate the capacity to evaluate,
develop, and implement high-quality and equitable academic and non-academic instructional practices,
resources, technologies, and services that support equity, digital literacy, and the school’s academic and
non-academic systems.

Component 4.3 Program completers understand and can demonstrate the capacity to evaluate,
develop, and implement formal and informal culturally responsive and accessible assessments that
support data-informed instructional improvement and student learning and well-being.

Component 4.4 Program completers understand and demonstrate the capacity to collaboratively
evaluate, develop, and implement the school’s curriculum, instruction, technology, data systems, and
assessment practices in a coherent, equitable, and systematic manner

Standards 5: Community and External Leadership

Candidates who successfully complete a building-level educational leadership preparation program
understand and demonstrate the capacity to promote the current and future success and well-being of
each student and adult by applying the knowledge, skills, and commitments necessary to engage
families, community, and school personnel in order to strengthen student learning, support school
improvement, and advocate for the needs of their school and community.

Component 5.1 Program completers understand and demonstrate the capacity to collaboratively
engage diverse families in strengthening student learning in and out of school.

Component 5.2 Program completers understand and demonstrate the capacity to collaboratively
engage and cultivate relationships with diverse community members, partners, and other constituencies
for the benefit of school improvement and student development.

Component 5.3 Program completers understand and demonstrate the capacity to communicate through
oral, written, and digital means within the larger organizational, community, and political contexts when
advocating for the needs of their school and community.

Standard 6: Operations and management

Candidates who successfully complete a building-level educational leadership preparation program
understand and demonstrate the capacity to promote the current and future success and well-being of
each student and adult by applying the knowledge, skills, and commitments necessary to improve
management, communication, technology, school-level governance, and operation systems to develop
and improve data-informed and equitable school resource plans and to apply laws, policies, and
regulations.

Component 6.1 Program completers understand and demonstrate the capacity to evaluate, develop,
and implement management, communication, technology, school-level governance, and operation
systems that support each student’s learning needs and promote the mission and vision of the school.

Component 6.2 Program completers understand and demonstrate the capacity to evaluate, develop,
and advocate for a data-informed and equitable resourcing plan that supports school improvement and
student development.

Component 6.3 Program completers understand and demonstrate the capacity to reflectively evaluate,
communicate about, and implement laws, rights, policies, and regulations to promote student and adult
success and well-being

Standard 7: Building Professional Capital

Candidates who successfully complete a building-level educational leadership preparation program
understand and demonstrate the capacity to promote the current and future success and well-being of
each student and adult by applying the knowledge, skills, and commitments necessary to build the
school’s professional capacity, engage staff in the development of a collaborative professional culture,
and improve systems of staff supervision, evaluation, support, and professional learning.

Component 7.1 Program completers understand and have the capacity to collaboratively develop the
school’s professional capacity through engagement in recruiting, selecting, and hiring staff.

Component 7.2 Program completers understand and have the capacity to develop and engage staff in a
collaborative professional culture designed to promote school improvement, teacher retention, and the
success and well-being of each student and adult in the school.

Component 7.3 Program completers understand and have the capacity to personally engage in, as well
as collaboratively engage school staff in, professional learning designed to promote reflection, cultural
responsiveness, distributed leadership, digital literacy, school improvement, and student success.

Component 7.4 Program completers understand and have the capacity to evaluate, develop, and
implement systems of supervision, support, and evaluation designed to promote school improvement
and student success

Standard 8: Internship

Candidates successfully complete an internship under the supervision of knowledgeable, expert
practitioners that engages candidates in multiple and diverse school settings and provides candidates
with coherent, authentic, and sustained opportunities to synthesize and apply the knowledge and skills
identified in NELP standards 1–7 in ways that approximate the full range of responsibilities required of
building-level leaders and enable them to promote the current and future success and well-being of
each student and adult in their school.

Component 8.1 Candidates are provided a variety of coherent, authentic field and/or clinical internship
experiences within multiple school environments that afford opportunities to interact with stakeholders,
synthesize and apply the content knowledge, and develop and refine the professional skills articulated in
each of the components included in NELP building-level program standards 1–7.

Component 8.2 Candidates are provided a minimum of six months of concentrated (10–15 hours per
week) internship or clinical experiences that include authentic leadership activities within a school
setting.

Component 8.3 Candidates are provided a mentor who has demonstrated effectiveness as an
educational leader within a building setting; is present for a significant portion of the internship; is
selected collaboratively by the intern, a representative of the school and/or district, and program
faculty; and has received training from the supervising institution.

**## FE2.docx**

**FIELD EXPERIENCE REPORT**

**Student’s Name: Date of Completion:**

| | | |
| — | — | — |
| **TITLE OF THE ACTIVITY** | **KNOWLEDGE**<br>(Check one) | **NELP/PSEL STANDARDS ADDRESSED** |
| Evaluation Procedures for Non-Certificated Personnel | New _____<br>Changed _______<br>Reinforced __________ | NELP:<br>PSEL: |

**directions: F** ield Experience: Evaluation Procedures for Non-Certificated Personnel – Review district procedures for evaluating non-certificated personnel and discuss with an administrator how the negotiated contract influences the process. Summarize and reflect on the findings. (Note: Non-certificated are those employees who are considered classified personnel. This group typically includes clerical, instructional assistants, maintenance, etc.)

**Summary** (provide a clear and concise description of the information you collected and additional details as needed)

**Reflection**(share your thoughts about the experience and how this information has broadened your understanding of school leadership)

**## PSELStandards.pdf**

PROFESSIONAL STANDARDS FOR EDUCATIONAL LEADERS (PSELs)

For the full standards document visit https://www.wallacefoundation.org/knowledge-
center/Documents/Professional-Standards-for-Educational-Leaders-2015.pdf

Standard 1. Mission, Vision, and Core Values

Effective educational leaders develop, advocate, and enact a shared mission, vision, and core
values of high-quality education and academic success and well-being of each student.

Standard 2. Ethics and Professional Norms

Effective educational leaders act ethically and according to professional norms to promote each
student’s academic success and well-being.

Standard 3. Equity and Cultural Responsiveness

Effective educational leaders strive for equity of educational opportunity and culturally
responsive practices to promote each student’s academic success and well-being.

Standard 4. Curriculum, Instruction, and Assessment

Effective educational leaders develop and support intellectually rigorous and coherent systems
of curriculum, instruction, and assessment promote each student’s academic success and well-

being.

Standard 5. Community of Care and Support for Students

Effective educational leaders cultivate an inclusive, caring, and supportive school community
that promotes the academic success and well-being of each student.

Standard 6. Professional Capacity of School Personnel

Effective educational leaders develop the professional capacity and practice of school
personnel to promote each student’s academic success and well-being.

[https://www.wallacefoundation.org/knowledge-center/Documents/Professional-Standards-for-Educational-Leaders-2015.pdf](https://www.wallacefoundation.org/knowledge-center/Documents/Professional-Standards-for-Educational-Leaders-2015.pdf)

[https://www.wallacefoundation.org/knowledge-center/Documents/Professional-Standards-for-Educational-Leaders-2015.pdf](https://www.wallacefoundation.org/knowledge-center/Documents/Professional-Standards-for-Educational-Leaders-2015.pdf)

Standard 7. Professional Community for Teachers and Staff

Effective educational leaders foster a professional community of teachers and other
professional staff to promote each student’s academic success and well-being.

Standards 8. Meaningful Engagement of Families and Community

Effective educational leaders engage families and the community in meaningful, reciprocal, and
mutually beneficial ways to promote each student’s academic success and well-being.

Standard 9. Operations and Management

Effective educational leaders manage school operations and resources to promote each
student’s academic success and well-being.

Standard 10. School Improvement

Effective educational leaders act as agents of continuous improvement to promote each
student’s academic success and well-being.

**## NELPStandards.pdf**

NATIONAL EDUCATIONAL LEADERSHIP PREPARATION (NELP) PROGRAM
STANDARDS

For full text visit http://www.npbea.org/wp-content/uploads/2018/11/NELP-Building-Standards.pdf

Standard 1: Mission, Vison, and Improvement

Candidates who successfully complete a building-level educational leadership preparation program
understand and demonstrate the capacity to promote the current and future success and well-being of
each student and adult by applying the knowledge, skills, and commitments necessary to collaboratively
lead, design, and implement a school mission, vision, and process for continuous improvement that
reflects a core set of values and priorities that include data use, technology, equity, diversity, digital
citizenship, and community.

Component 1.1 Program completers understand and demonstrate the capacity to collaboratively
evaluate, develop, and communicate a school mission and vision designed to reflect a core set of values
and priorities that include data use, technology, equity, diversity, digital citizenship, and community.

Component 1.2 Program completers understand and demonstrate the capacity to lead improvement
processes that include data use, design, implementation, and evaluation

Standard 2 Ethics and Professional Norms

Candidates who successfully complete a building-level educational leadership preparation program
understand and demonstrate the capacity to promote the current and future success and well-being of
each student and adult by applying the knowledge, skills, and commitments necessary to understand
and demonstrate the capacity to advocate for ethical decisions and cultivate and enact professional
norms.

Component 2.1 Program completers understand and demonstrate the capacity to reflect on,
communicate about, cultivate, and model professional dispositions and norms (i.e., fairness, integrity,
transparency, trust, digital citizenship, collaboration, perseverance, reflection, lifelong learning) that
support the educational success and well-being of each student and adult.

Component 2.2 Program completers understand and demonstrate the capacity to evaluate,
communicate about, and advocate for ethical and legal decisions.

Component 2.3 Program completers understand and demonstrate the capacity to model ethical
behavior in their personal conduct and relationships and to cultivate ethical behavior in others.

[http://www.npbea.org/wp-content/uploads/2018/11/NELP-Building-Standards.pdf](http://www.npbea.org/wp-content/uploads/2018/11/NELP-Building-Standards.pdf)

Standards 3: Equity, Inclusiveness, and Cultural Responsiveness

Candidates who successfully complete a building-level educational leadership preparation program
understand and demonstrate the capacity to promote the current and future success and well-being of
each student and adult by applying the knowledge, skills, and commitments necessary to develop and
maintain a supportive, equitable, culturally responsive, and inclusive school culture.

Component 3.1 Program completers understand and demonstrate the capacity to use data to evaluate,
design, cultivate, and advocate for a supportive and inclusive school culture.

Component 3.2 Program completers understand and demonstrate the capacity to evaluate, cultivate,
and advocate for equitable access to educational resources, technologies, and opportunities that
support the educational success and well-being of each student.

Component 3.3 Program completers understand and demonstrate the capacity to evaluate, cultivate,
and advocate for equitable, inclusive, and culturally responsive instruction and behavior support
practices among teachers and staff.

Standard 4: Learning and Instruction

Candidates who successfully complete a building-level educational leadership preparation program
understand and demonstrate the capacity to promote the current and future success and well-being of
each student and adult by applying the knowledge, skills, and commitments necessary to evaluate,
develop, and implement coherent systems of curriculum, instruction, data systems, supports, and
assessment.

Component 4.1 Program completers understand and can demonstrate the capacity to evaluate,
develop, and implement high-quality, technology-rich curricula programs and other supports for
academic and non-academic student programs.

Component 4.2 Program completers understand and can demonstrate the capacity to evaluate,
develop, and implement high-quality and equitable academic and non-academic instructional practices,
resources, technologies, and services that support equity, digital literacy, and the school’s academic and
non-academic systems.

Component 4.3 Program completers understand and can demonstrate the capacity to evaluate,
develop, and implement formal and informal culturally responsive and accessible assessments that
support data-informed instructional improvement and student learning and well-being.

Component 4.4 Program completers understand and demonstrate the capacity to collaboratively
evaluate, develop, and implement the school’s curriculum, instruction, technology, data systems, and
assessment practices in a coherent, equitable, and systematic manner

Standards 5: Community and External Leadership

Candidates who successfully complete a building-level educational leadership preparation program
understand and demonstrate the capacity to promote the current and future success and well-being of
each student and adult by applying the knowledge, skills, and commitments necessary to engage
families, community, and school personnel in order to strengthen student learning, support school
improvement, and advocate for the needs of their school and community.

Component 5.1 Program completers understand and demonstrate the capacity to collaboratively
engage diverse families in strengthening student learning in and out of school.

Component 5.2 Program completers understand and demonstrate the capacity to collaboratively
engage and cultivate relationships with diverse community members, partners, and other constituencies
for the benefit of school improvement and student development.

Component 5.3 Program completers understand and demonstrate the capacity to communicate through
oral, written, and digital means within the larger organizational, community, and political contexts when
advocating for the needs of their school and community.

Standard 6: Operations and management

Candidates who successfully complete a building-level educational leadership preparation program
understand and demonstrate the capacity to promote the current and future success and well-being of
each student and adult by applying the knowledge, skills, and commitments necessary to improve
management, communication, technology, school-level governance, and operation systems to develop
and improve data-informed and equitable school resource plans and to apply laws, policies, and
regulations.

Component 6.1 Program completers understand and demonstrate the capacity to evaluate, develop,
and implement management, communication, technology, school-level governance, and operation
systems that support each student’s learning needs and promote the mission and vision of the school.

Component 6.2 Program completers understand and demonstrate the capacity to evaluate, develop,
and advocate for a data-informed and equitable resourcing plan that supports school improvement and
student development.

Component 6.3 Program completers understand and demonstrate the capacity to reflectively evaluate,
communicate about, and implement laws, rights, policies, and regulations to promote student and adult
success and well-being

Standard 7: Building Professional Capital

Candidates who successfully complete a building-level educational leadership preparation program
understand and demonstrate the capacity to promote the current and future success and well-being of
each student and adult by applying the knowledge, skills, and commitments necessary to build the
school’s professional capacity, engage staff in the development of a collaborative professional culture,
and improve systems of staff supervision, evaluation, support, and professional learning.

Component 7.1 Program completers understand and have the capacity to collaboratively develop the
school’s professional capacity through engagement in recruiting, selecting, and hiring staff.

Component 7.2 Program completers understand and have the capacity to develop and engage staff in a
collaborative professional culture designed to promote school improvement, teacher retention, and the
success and well-being of each student and adult in the school.

Component 7.3 Program completers understand and have the capacity to personally engage in, as well
as collaboratively engage school staff in, professional learning designed to promote reflection, cultural
responsiveness, distributed leadership, digital literacy, school improvement, and student success.

Component 7.4 Program completers understand and have the capacity to evaluate, develop, and
implement systems of supervision, support, and evaluation designed to promote school improvement
and student success

Standard 8: Internship

Candidates successfully complete an internship under the supervision of knowledgeable, expert
practitioners that engages candidates in multiple and diverse school settings and provides candidates
with coherent, authentic, and sustained opportunities to synthesize and apply the knowledge and skills
identified in NELP standards 1–7 in ways that approximate the full range of responsibilities required of
building-level leaders and enable them to promote the current and future success and well-being of
each student and adult in their school.

Component 8.1 Candidates are provided a variety of coherent, authentic field and/or clinical internship
experiences within multiple school environments that afford opportunities to interact with stakeholders,
synthesize and apply the content knowledge, and develop and refine the professional skills articulated in
each of the components included in NELP building-level program standards 1–7.

Component 8.2 Candidates are provided a minimum of six months of concentrated (10–15 hours per
week) internship or clinical experiences that include authentic leadership activities within a school
setting.

Component 8.3 Candidates are provided a mentor who has demonstrated effectiveness as an
educational leader within a building setting; is present for a significant portion of the internship; is
selected collaboratively by the intern, a representative of the school and/or district, and program
faculty; and has received training from the supervising institution.