Internship Plan Updated

District Leader INTERNSHIP PLAN – Remember this is a living plan and you may revise or add to your plan throughout the program as you and your site supervisors determine your professional development needs and the needs of your campuses and districts.

Activity # ____ You may give the number corresponding to the 38 activities from the text to identify one of the activities. Make as many cells as necessary to address all 38 leadership skill areas.	TExES comp.#___ You must have activities that represent each of the 10 Superintendent competencies.	Summary of Activity - Describe the activity you plan on implementing or participating in during your internship – you may use any of the internship activities identified in the School Leader Internship, 2nd edition, pp. 19 – 68.	Resource  Person	Projected Date to be Completed
Page 58 29 a	1	Analyze the correlation between a principal’s job description and the performance standards of their evaluation. Update the principal and assistant principal job descriptions	Donald, Vierra, Gray, Miller	October 2011
Page 59 30 a	1	Interview a retired educator about the oral history of the community and the school system.	Still searching for the retired educator.	October 2011
Page 60 31c	1	Interview students about their beliefs and experiences with ethical practices in the school/classroom. Use results as input for annual RRISD student survey.	High School Students	September 2011
Page 22 1b	2	Review and compare two different district vision statements (RRISD and GISD).	Vierra	July 2011
Page 23 2d	2	Review, compare, and contrast strategic plans from RRISD and GISD.	Vierra	July 2011
Page 24 3b	2	Review board policy and administrative regulations regarding data collection, assessment, and evaluation.	Vierra	August 2011
Page 26 5a	2	Review board policy/administrative regulations. Assess compliance with policy/regulations. Assess the leadership culture in the district.	Vierra	July 2011
Page 27 6c	2	Current Issue: Principal and AP Pool Use steps for issue resolution with a small group of concerned parties. Reach consensus for a plan to resolve the issue and/or a critique or areas where resolution failed.	Vierra, Miller, Principal from each level, Assistant Superintendent	February 2012
Page 25 4e	3	Interview a sampling of students from various informal groups and assess differing perspectives on how to effectively increase the rights of students to be heard.	High School Students	September 2011
Page 53 25a	3	Interview district public relations person about strategies for effective communication to and from the community and the issue of community politics.	District Community Relations Director	October 2011
Page 54 26a	3	Develop a questionnaire addressing school policy, instruction, homework, activities, discipline and parent involvement for a group of parents. Summarize findings. (Start with RRISD annual survey.)	Vierra	November 2011
Page 55 27a	3	Examine and evaluate the school library with regard to resources that address the heritage and values of culturally diverse populations.	Middle School Librarian	December 2011
Page 56 28a	3	Compile a list of social agencies that are available to help and support the students, faculty and administration.	Internet, District Counselor, PIE coordinator, and other district personnel	September 2011
Page 61 32 a	4	Acknowledges accomplishments of others Eases tensions when they occur Attempts to resolve conflicts constructively	Vierra	On-going
Page 63 33b	4	Attend school board meetings. Include agendas, outcomes/decisions pertaining to agenda items and any recommendations.	Vierra	On-going
Page 29 7h	5	American Psychological Association “Learner-Centered Psychological Principals: A Framework” - Apply 14 principals to understanding the strengths and weaknesses of the instructional program in our district.	Vierra and District Curriculum	January 2012
Page 31 8a	5	Analyze a high school schedule, and make recommendations for increased efficiency and meeting student needs.	High School Principals	November 2011
Page 32 9e	5	Meet with two instructional assistants and teachers to discuss the teacher evaluation process: strengths, weaknesses, and recommendations.	TBD	January 2012
Page 38 13a	5	Review board policy and evaluate school compliance with policy in the following areas: coaches and sponsor assignments as rate of pay, compliance of Title IV, medical emergency plan, supervision, and insurance requirements.	Athletic Director	December 2011
Page 64 34c	5	Interview a vocational education director. Focus on major requirements, concerns, and goals for the program.	District Director	November 2011
Page 34 10b	6	Survey a high school faculty on methods used to motivate students. Survey high school students soliciting methods that motivate them to perform in school.	High School Teachers and Students	September 2011
Page 35 11b	6	Gather information on present and future technology used to support teaching/learning in math.	District personnel, High School, Middle School and Elementary Teachers	February 2012
Page 36 12c	6	Gather and analyze the district, state, and national normed test results. Assess the current strengths and weaknesses in student achievement.	District Assessment Director	December 2011
Page 42 16c	6	Review discipline referrals for a specific period and compile the data with regard to grade level, special education classification, race and gender.	Technology Department	February 2012
Page 66 36a	6	Compile a list of current issues that affect teaching and learning. Use research literature and perspectives from administrators, teachers, students, and parents in compiling the list. Assess the degree of importance and urgency for each issue.	Vierra	March 2012
Page 39 14f	7	Survey students in regards to the necessary areas of training for their teachers.	High School, Middle School, and Elementary School Students	November 2011
Page 50 23b	7	Participate in an interview for a professional position. Write a critique of the interviewing process.	Vierra	July 2011
Page 45 18e	8	Review the policy and budget for administrative technology.	District Technology Department	December 2011
Page 35 11e	8	Use several different search engines for finding Internet information on cell phones as educational tools. Compare results and make recommendations for the best use for students and subject area.	Vierra	January 2012
Page 46 19b	8	Meet with district attendance officers. Discuss the rules, procedures, and ramifications of attendance on law, finance and general district operations.	District Personnel	February 2012
Page 51 24b	8	Interview the administrator responsible for the district finances. Focus on administrative responsibility, guidelines, training, and any other major needs or concerns.	District Superintendent of Finance	October 2011
Page 67 37a	8	Compile a list of professional associations, service organizations, and local, state, and federal agencies that provide expertise and service to Human Resource Services.	Vierra	August 2011
Page 68 38a	8	Compile a list of books, publications, training manuals, and district or state publications used or recommended for Human Resource Services.	Vierra	August 2011
Page 47 20a	9	Examine reports from current local health and fire inspections, and any other required state or federal reporting data on maintenance of the facilities. Examine building work orders and work accomplished for the district.	District Personnel	December 2011
Page 48 21d	9	Review incident and discipline referrals occurring on the buses. Interview students and bus drivers for concerns and recommendations for safer and more efficient bus service.	District Personnel, High School and Middle School, and Elementary Students	January 2011
Page 49 22a	9	Interview the district food service manage to discuss the current requirements, concerns, and issues of the program.	District Personnel	January 2011
Page 41 15a	10	Meet with a high school principal that implemented change. Survey the staff and assess support or nonsupport for the change. Recommend a means for moving the people interviewed to the next stage of change	High School Personnel	February 2012
Page 43 17a	10	Review board policy regarding student services. Assess the degree of compliance with the policy and education plan. Identify three ways student services might be improved.	District Personnel	March 2012
Page 65 35a	10	Choose a current issue in our district. Meet with two people on opposite sides of the issue. Develop a list of concerns each side has about the opposing side. Devise a resolution that helps both sides achieve their goals and addresses all concerns. Meet with both sides to reach a consensus on the new proposal or plan.	TBD	March 2012

The Internship Plan is a brief, but specific, document indicating your overall approach to the Internship Program. Within this document, you will briefly identify the areas of activities you will approach and indicate which of the ten TExES Superintendent Competencies and Quality Indicators are used with each. You will also provide a brief description of the activities, your resource person to be used, and estimated completion date for the entire plan. As always, this is a living document and subject to update and change.

District action research plan – Students may wish to add an action research plan to their Superintendent Intern Plan. You may use the two Action Research templates (School or Professional Improvement – SIP/PIP) Template, also located in your Resource Section. The action research is not a mandate, but we do encourage you to participate in district or campus initiatives that are part of your District or Campus Improvement Plan(s). You will be asked to report on your School Improvement Recommendations in your final course, EDLD 5399.