The Clinical Practice Proposal
Clinical Practice Plan and Implementation Timeline
Following are the planned clinical practice activities to be undertaken by Jeremy Mitchell as part of the University of Michigan-Flint's Educational Leadership program during the 2014 Winter Term. This clinical practice will be completed in Grand Blanc, MI under the direction of Mr. Chris Belcher, assistant principal of Grand Blanc High School, who will serve as the cooperating administrator and provide on-site supervision for the experience.
COMPETENCY X: LEADERSHIP
Related Task: Job Shadowing
Narrative description of specific task: Spend a minimum of one full day shadowing cooperative administrator's complete workday. Write a reflective blog post of events of the day. Analyze how tasks were handled and identify alternate courses of action that could have been taken in each situation. Keep in close contact with cooperating administrator in order to identify leadership challenges faced during the semester that can be reflected upon in additional blog posts.
COMPETENCY 1: ACCOUNTABILITY (TEACHING AND LEARNING)
Related Task 1.1 - Ability to interpret meaning of various standardized tests to boards, teachers, and lay citizens.
Specific Task 1.1.3 - Ability to use assessment data to identify weakness and recommend strategies for improving student performance.
Narrative description of specific task: Review results from most recent state assessment for the building and the trend evident over the last three years. Select one grade level or one subject matter assessment (11th Grade Social Studies, MME) to analyze in depth, including a factor analysis that identifies areas in which students are particularly proficient and those areas where they are particularly deficient. Based on such analysis, recommend school improvement strategies tailored to strengthen student performance.
COMPETENCY 4: CURRICULUM, INSTRUCTION, AND SUPERVISION
Related Task 4.3: Knowledge of variety of instructional methods and skills
Specific Task: Conduct a clinical evaluation cycle including observation in a typical classroom.
Narrative description of specific task: After reviewing state law, local policy and collective bargaining agreement regarding teacher evaluations, carry out a classroom observation and post-observation conference with one new and one veteran consenting colleague using the district's evaluation instrument and procedures or one representing a best-practice appraisal instrument. Prepare a written evaluation based on the classroom observation using the prescribed reporting format. Interview the staff member after the formal conclusion of the post conference concerning his/her perceptions about administrative practices or behaviors that facilitate meaningful evaluations and promote growth by staff members. Reflect on the process and what represents good administrative practice.
COMPETENCY 6: ORGANIZATIONAL MANAGEMENT
Related Task 6.7: Knowledge of safety and security plans and procedures to protect students and staff
Specific Task 6.7.11: Evaluate bomb threat policies with police and bomb detection squads
Narrative description of specific task: Review current bomb threat policies and procedures. Work with cooperating administrator and police liaison officer to determine areas of weakness and potential plans of improvement regarding such policies. Develop recommendations for changes to be made in the next school year crisis plan, as well as a plan to evaluate the benefit of those changes.
COMPETENCY 8: LEGAL AND POLICY ISSUES
Related Task 8.3: Knowledge of laws related to adolescent behavior
Specific Task 8.3.4: Participate in discussions with local police and juvenile authorities. Summarize important concepts
Narrative description of specific task: Review school behavior policies and determine where policies and laws overlap. Work with cooperating administrator and police liaison officer to determine rights of students and school officials with regard to topics such as search, seizure, and investigations. Identify instances where the behavior policy rubric was not followed, and reflect on why principal discretion differed from policy recommended punishments.
COMPETENCY 10: STAFF PERSONNEL
Related Task 10.2: Ability to assist staff members with individual problems, needs, feelings, and frustrations.
Specific Task 10.2.2: Interview administrators regarding means of handling personal problems of staff.
Narrative description of specific task: Interview building administrators (4) about difficult conversations they have had with staff members (focus on their reflections, strategies utilized, and things they would have done differently). Identify administrator lessons learned and reflect upon how I would have handled the same types of situations.
Following are the planned clinical practice activities to be undertaken by Jeremy Mitchell as part of the University of Michigan-Flint's Educational Leadership program during the 2014 Winter Term. This clinical practice will be completed in Grand Blanc, MI under the direction of Mr. Chris Belcher, assistant principal of Grand Blanc High School, who will serve as the cooperating administrator and provide on-site supervision for the experience.
COMPETENCY X: LEADERSHIP
Related Task: Job Shadowing
Narrative description of specific task: Spend a minimum of one full day shadowing cooperative administrator's complete workday. Write a reflective blog post of events of the day. Analyze how tasks were handled and identify alternate courses of action that could have been taken in each situation. Keep in close contact with cooperating administrator in order to identify leadership challenges faced during the semester that can be reflected upon in additional blog posts.
COMPETENCY 1: ACCOUNTABILITY (TEACHING AND LEARNING)
Related Task 1.1 - Ability to interpret meaning of various standardized tests to boards, teachers, and lay citizens.
Specific Task 1.1.3 - Ability to use assessment data to identify weakness and recommend strategies for improving student performance.
Narrative description of specific task: Review results from most recent state assessment for the building and the trend evident over the last three years. Select one grade level or one subject matter assessment (11th Grade Social Studies, MME) to analyze in depth, including a factor analysis that identifies areas in which students are particularly proficient and those areas where they are particularly deficient. Based on such analysis, recommend school improvement strategies tailored to strengthen student performance.
COMPETENCY 4: CURRICULUM, INSTRUCTION, AND SUPERVISION
Related Task 4.3: Knowledge of variety of instructional methods and skills
Specific Task: Conduct a clinical evaluation cycle including observation in a typical classroom.
Narrative description of specific task: After reviewing state law, local policy and collective bargaining agreement regarding teacher evaluations, carry out a classroom observation and post-observation conference with one new and one veteran consenting colleague using the district's evaluation instrument and procedures or one representing a best-practice appraisal instrument. Prepare a written evaluation based on the classroom observation using the prescribed reporting format. Interview the staff member after the formal conclusion of the post conference concerning his/her perceptions about administrative practices or behaviors that facilitate meaningful evaluations and promote growth by staff members. Reflect on the process and what represents good administrative practice.
COMPETENCY 6: ORGANIZATIONAL MANAGEMENT
Related Task 6.7: Knowledge of safety and security plans and procedures to protect students and staff
Specific Task 6.7.11: Evaluate bomb threat policies with police and bomb detection squads
Narrative description of specific task: Review current bomb threat policies and procedures. Work with cooperating administrator and police liaison officer to determine areas of weakness and potential plans of improvement regarding such policies. Develop recommendations for changes to be made in the next school year crisis plan, as well as a plan to evaluate the benefit of those changes.
COMPETENCY 8: LEGAL AND POLICY ISSUES
Related Task 8.3: Knowledge of laws related to adolescent behavior
Specific Task 8.3.4: Participate in discussions with local police and juvenile authorities. Summarize important concepts
Narrative description of specific task: Review school behavior policies and determine where policies and laws overlap. Work with cooperating administrator and police liaison officer to determine rights of students and school officials with regard to topics such as search, seizure, and investigations. Identify instances where the behavior policy rubric was not followed, and reflect on why principal discretion differed from policy recommended punishments.
COMPETENCY 10: STAFF PERSONNEL
Related Task 10.2: Ability to assist staff members with individual problems, needs, feelings, and frustrations.
Specific Task 10.2.2: Interview administrators regarding means of handling personal problems of staff.
Narrative description of specific task: Interview building administrators (4) about difficult conversations they have had with staff members (focus on their reflections, strategies utilized, and things they would have done differently). Identify administrator lessons learned and reflect upon how I would have handled the same types of situations.