Education Report on Challenges International Students Face Daily In the US Schools

SITE PROJECT

PRACTICUM IN SCHOOL ADMINISTRATION
ELCC Standards:
2.1 – Promote Positive School Culture
2.3 – Apply Best Practice to Student Learning
3.1 – Manage the Organization
3.2 – Manage Operations
3.3 – Manage Resources
6.1 – Understand the Larger Context
6.2 – Respond to the Larger Context
6.3 – Influence the Larger Context
Directions to the Candidates:
You will be responsible for completing a Site Project that demonstrates your ability to support student learning and development. This semester long clinical experience course provides an opportunity for candidates seeking administrative certification to relate educational theory directly to school practice through a directed field experience. Field experience in this instance refers to the knowledge, skill, disposition, or practice derived from direct observation of and participation in events in an educational context. This experience is expected to occur toward the end of a student’s academic program, thereby furnishing a capstone for both professional training and certification demands.

The Site Project Agreement entered into by the candidate and the Field Supervisor, should provide for the following:
Contribution to the Educational Setting
The project should be selected to fulfill important needs for the educational setting and should contribute significantly to its educational objectives.
Experiential Learning
The project should be designed and conducted so as to provide the candidate with a meaningful learning experience in school administration.

Leadership Experience
The project should be designed and carried out so as to provide the candidate with a significant experience in a leadership role. The candidate should take leadership responsibility for all phases of the project work. Taking charge of the planning, execution and reporting of the project will provide meaningful experience in administrative work.

Appropriate Challenge
The project should be designed so as to be appropriate to the educational setting and to allow accomplishment of worthwhile goals within a reasonable timeframe. The project also should constitute a significant challenge, rather than a repetition or continuation of an activity that is already familiar or routine for the candidate.

The Site Project Report
The portfolio will contain a formal report, with relevant supporting documentation, of the major project carried out in accordance with the Site Project Agreement completed between the Site Supervisor and the candidate and approved by the Faculty Supervisor. The Site Project Report should be presented in an organizational pattern that includes a cover page and three main sections: (a) Introduction and Background, (b) Process Description, and (c) Outcome. Your report should describe how you were able to address the above leadership standards. Documents that explain, support, and authenticate the project must be cited in the report and may be attached to each section or compiled in a separate section labeled Documents. A detailed outline of the report follows:
Cover Page
The cover page should present the title of the project, the name of the author the primary location, and the inclusive dates of the project work.
Part I. Introduction and Background
The Introductory section of the report should present the following:
1. A statement of the objectives for the project.
2. A description/rationale of the reason or reasons the project was undertaken, including how the project will contribute to fulfilling an educational need at the building or district level.
3. A description of project participants and site(s) situated within the local context (ELCC 6.1)
4. An explanation of the project’s duration and anticipated parameters of influence on student learning and development (ELCC 2.3)
5. A description on how this project will contribute to a positive school culture (ELCC 2.1)

Part II. Process Description
This section of the report should present a step-by-step or phase-by-phase record of the various procedures, activities, and events involved in the project. This description should include how you were able to manage the organization (ELCC 3.1), manage operations to conduct the work (ELCC 3.2) and manage resources (ELCC 3.3) to reach your objectives. This section should effectively inform readers of how the project progressed from start to completion or point of closure.

Part III. Outcome
The final section of the report should present a review of the project’s accomplishments or actions completed at the point of closure. Describe how you were able to respond to (ELCC 6.2) and influence (ELCC 6.3) the local needs within this context. Readers should be given a clear understanding of the status of the project at the time this final section is written. The expectation is that the project would be completed. If the project effort is to continue beyond the time limit imposed by the course deadline, the nature of the continuing work should be explained.

Sample Site Project Ideas
The following are statements describing projects that may be considered for a Site Project:

• Develop and present to faculty specific strategies to improve school discipline, reduce in-school suspensions, and help teachers to improve classroom climate.
• Improve parent involvement through development of school family council membership and activities.
• Create an attendance analysis plan to address low building attendance, increase attendance, and better meet the needs of students with unstable attendance rates.
• Develop and present a school emergency plan and handbook for building staff to encompass types of potential emergencies with steps to follow in each scenario.
• Develop and supervise an improved professional development training program for building faculty and staff.
• Develop an after-school program aimed at improving academic achievement in specific problem areas for low performing students.
• Chair a building committee in restructuring the discipline policy and improving discipline procedures and serve as liaison with district committee upgrading the discipline code.
• Develop and implement an accelerated elementary gifted education program through collaboration with classroom teachers, program administration, grant writing, and overseeing fiscal expenditures.
• Coordinate and facilitate development of a school improvement plan and internal review, attend meetings, gather information, work with school personnel and community members, and present final report.
• Devise a series of school assessment tools, develop and distribute a survey, collect data, collect assessment examples, and devise a plan of action for school improvement.
• Survey student academic performance and develop and adult tutoring/mentoring program for at-risk students.
• Research and develop better procedures for conducting the school lunch period, supervising the school lunchroom, and improving the lunchroom environment.

SITE PROJECT RUBRIC
DESCRIPTION EXPECTATIONS UNMET (0) EXPECTATIONS MINIMALLY MET
(1-3) MEETS EXPECTATIONS
(4-5)
DESCRIBING THE LOCAL NEEDS WITHIN THE LOCAL CONTEXT
(ELCC 6.1)
Demonstrated the ability to apply appropriate research methods to a school context. (ELCC 6.1a) Description did not include how factors associated with poverty and other disadvantages affect communities, families, children, and learning (ELCC 6.1c). Does not provide a description on how the economic factors shaping a local community can affect the local schools (ELCC 6.1e) Report included a narrow description and analysis of the cultural diversity of the school and community. (ELCC 6.1f) Report did not explain the process of how this innovation or change was introduced in this school community (ELCC 6.1h)
Demonstrated the ability to apply appropriate research methods to a school context. (ELCC 6.1a) Discussion minimally addresses factors associated with poverty and other disadvantages affect communities, families, children, and learning (ELCC 6.1c). Description includes a narrow connection on how the economic factors shaping a local community can affect the local schools (ELCC 6.1e). Report included an adequate description and analysis of the cultural diversity of the school and community. (ELCC 6.1f) Report explained how this innovation or change was introduced in this school community (ELCC 6.1h)

Demonstrated the ability to apply appropriate research methods to a school context. (ELCC 6.1a) Described how factors associated with poverty and other disadvantages affect communities, families, children, and learning (ELCC 6.1c). Described how the economic factors shaping a local community can have an effect on the local schools (ELCC 6.1e). Report included a thorough description and analysis of the cultural diversity of the school and community. (ELCC 6.1f) Report explained how this innovation or change was introduced in this school community (ELCC 6.1h)
INFLUENCE ON STUDENT LEARNING AND DEVELOPMENT
(ELCC 2.3)

Response did not include a plan to assist school personnel in understanding and applying best practices for student learning (ELCC 2.3a) Human development and motivational theories were not evident in the response (ELCC 2.3b) Research strategies to promote an environment for improved student achievement was not used. (ELCC 2.3c)
Response included a plan to assist school personnel in understanding and applying best practices for student learning (ELCC 2.3a) Human development and motivational theories were considered during the faculty/staff learning process (ELCC 2.3b) Appropriate research strategies to promote an environment for improved student achievement was used. (ELCC 2.3c)

Candidate planned activities to assist school personnel in understanding and applying best practices for student learning (ELCC 2.3a) Human development and motivational theories were applied during the faculty/staff learning process (ELCC 2.3b) Appropriate research strategies to promote an environment for improved student achievement was used. (ELCC 2.3c)

CONTRIBUTION TO A POSITIVE SCHOOL CULTURE
(ELCC 2.1)
In the development of their site projects, candidates did not perform a thorough assessment of school culture (ELCC 2.1a)
In the development of their site projects, candidates assess school culture and implement context-appropriate strategies that capitalize on the diversity of the school community to improve school programs and culture (ELCC 2.1a)
In the development of their site projects, candidates assess school culture using multiple methods and implement context-appropriate strategies that capitalize on the diversity of the school community to improve school programs and culture (ELCC 2.1a)

ABILITY TO MANAGE THE ORGANIZATION
(ELCC 3.1) The site project showed little or no evidence of models and principles of organizational development and management (ELCC 3.1a) Site project did not include the use of fiscal, human and material resources (ELCC 3.1b)
Timeline provided was not efficient or realistic in order to meet each strategic objective. (ELCC 3.1c)
The site project showed evidence of appropriate models and principles of organizational development and management (ELCC 3.1a) Site project included the efficient use of fiscal, human and material resources (ELCC 3.1b)
Timeline provided was realistic in order to meet each strategic objective. (ELCC 3.1c)
The site project showed strong evidence of appropriate models and principles of organizational development and management, including research and data driven decision-making with attention to indicators of equity, effectiveness and efficiency (ELCC 3.1a) Site project included the efficient use of fiscal, human and material resources, giving priority to student learning, safety, curriculum and instruction (ELCC 3.1b)
Timeline provided was efficient and realistic in order to meet each strategic objective. (ELCC 3.1c)

ABILITY TO MANAGE THE OPERATIONS
(ELCC 3.2) Staff involvement is not inclusive with planning and setting priorities in order to align resources with the objectives or school vision. (ELCC 3.2a) The application of legal principles to promote educational equity and provide safe, effective, and efficient facilities is not evident in the report. (ELCC 3.2c) Staff involvement is included in the planning including setting priorities in order to align resources with the objectives or school vision. (ELCC 3.2a)
The application of legal principles to promote educational equity is evident in the report. (ELCC 3.2c)
Staff involvement is included throughout the planning including conducting operations and setting priorities in order to align resources with the objectives or school vision. (ELCC 3.2a)
The application of legal principles to promote educational equity and provide safe, effective, and efficient facilities is evident in the report. (ELCC 3.2c)

ABILITY TO MANAGE RESOURCES (ELCC 3.3) It is unclear if problem-solving skills and knowledge of strategic planning were used. (ELCC 3.3a) No resources were sought or included to help facilitate student learning. (ELCC 3.3b) The assessment or application of technologies was not included in the planning or implementation. (ELCC 3.3c)
It is evident that problem-solving skills and knowledge of strategic planning in the effective, legal, and equitable use of fiscal, human, and material resource allocation and alignment were used. (ELCC 3.3a) New resources were sought or included to help facilitate student learning. (ELCC 3.3b) The assessment or application of technologies was included in the planning or implementation. (ELCC 3.3c)
It is evident that problem-solving skills and knowledge of strategic planning in the effective, legal, and equitable use of fiscal, human, and material resource allocation and alignment were used and interpreted. (ELCC 3.3a) New resources were creatively sought or included to help facilitate student learning. (ELCC 3.3b) The assessment and application of current technologies were included in the planning or implementation. (ELCC 3.3c)

RESPOND TO LOCAL NEEDS (ELCC 6.2) Project included limited communication with diverse community groups (ELCC 6.2a)

Project included communication with diverse community groups. (ELCC 6.2a)

Project included communication with diverse community groups concerning trends, issues, and potential changes in the environment in which the school operates, including maintenance of an ongoing dialogue with representatives of diverse groups to encourage sustainability (ELCC 6.2a)

INFLUENCE THE LOCAL CONTEXT
(ELCC 6.3) The activity or program developed did not provide sufficient detail that demonstrates its benefit for students and their families. (ELCC 6.3b)
Described the project, but did not discuss how it may promote equitable learning opportunities and success for all students (ELCC 6.3c)
Developed an activity or program that would ultimately benefit students and their families. (ELCC 6.3b) Described how the outcome of the project may promote success for all students (ELCC 6.3c)
Developed an activity or program that would ultimately benefit students and their families with particular mention of socioeconomic background, ethnicity, gender, disability, or other individual characteristics. (ELCC 6.3b)
Described how the outcomes of the project may promote equitable learning opportunities and success for all students (ELCC 6.3c)