The Personal Profile
An effective externship should consider the individual characteristics of each student. A comprehensive selection and development of activities should factor in their needs, strengths, weaknesses, prior experiences, and academic background in order to maximize personal and professional growth and enhancement. By crafting an appropriate tailored externship, students can optimize their potential.
Directions:
As a result of taking coursework in the Educational Studies and Leadership Program, you should have improved your expertise in the professional knowledge, skills and dispositions that are reflected in the NELP leadership standards. To help you prepare for your externship, answer each question below as they pertain to who you are as an educational leader. Make sure to keep these answers at the forefront of your mind when deciding on what responsibilities, tasks and projects constitute the entirety of your externship experience.
1. Reflect on your present level of proficiency in each of the NELP standards (See p. 19). Arrange them in ordinal ranking from the standard you have become the most proficient in (#1), to the standard you have mastered the least (#6).
2. Discuss the importance of moral and ethical behavior in educational leadership.
3. How have past experiences influenced your values and ideas about leadership?
4. How have the strong and weak points of your academic preparation through Bowie State University influenced your present level of proficiency in the seven NELP standards?
5. What specific needs or goals will you meet while participating in this externship experience?
Answer to question #1
My Ordinal Order of Standards
1. Standard 1: Mission, Vision, and Improvement Candidates who successfully complete a district- 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 district mission, vision, and process for continuous improvement that reflects a core set of values and priorities that include data use, technology, values, equity, diversity, digital citizenship, and community.
2. Standard 4: Learning and Instruction Candidates who successfully complete a district-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, design, cultivate, and implement coherent systems of curriculum, instruction, data systems, supports, assessment, and instructional leadership.
3. Standard 6: Operations and Management Candidates who successfully complete a district-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, monitor, evaluate, and manage data informed and equitable district systems for operations, resources, technology, and human capital management.
4. Standard 2: Ethics and Professional Norms Candidates who successfully complete a district- 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 to cultivate professional norms and culture.
5. Standard 7: Policy, Governance, and Advocacy Candidates who successfully complete a district-level educational leadership preparation program understand and demonstrate the capacity to promote the present and future success and well-being of students and district personnel by applying the knowledge, skills, and commitments necessary to cultivate relationships, lead collaborative decision making and governance, and represent and advocate for district needs in broader policy.
6. Standard 3: Equity, Inclusiveness, and Cultural Responsiveness Candidates who successfully complete a district-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 district culture.
7. Standard 5: Community and External Leadership Candidates who successfully complete a district-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 engage families, communities, and other constituents in the work of schools and the district and to advocate for district, student, and community needs.
Question 3. Past influences include experiences of not being picked for leadership positions due to chronisim or other unethical practices. (Expand with citations )
Question 4 . Through collaborative conversations, exchange of views and ideas, exposure through my leadership position and the externship.
Question 5. A stronger understanding of leadership within educational systems and environments
