Fieldexperienceutc2014 Tils Ellc

UTC Field Experience Requirements: Revised 7-14
SLead program/GSD/CEAPS/UTC
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SCHOOL LEADERSHIP PROGRAM

Field Experience Checklist
Tennessee Instructional Leadership Standards
2013
Before your field experience can be considered complete, you have to provide evidence that you are proficient at
the level of betweenaspiringandbeginningprincipaloneachoftheTILSStandards. WhileEACHofthe
indicatorsbelowisnotrequired,somearemoreimportantthanothersandthebigpicturebutdemonstrate
proficiency.Ihaveleftafewoutb/ctheyareimpliedintheotherwork.
Pleasefillthisoutandsubmititinyourportfolio.Ifyoucantanswerthequestion,thenchancesareyou
eitherneedtodomoreFXorincludeanotheractivityasdocumentation.Ifindoubt,askapeertoreview.
Note:thespecificstandardsandFXactivitiesreferredtohavebeenmodifiedtorepresentthenewTILS
standardsasof2011.
UTC School Leadership Programs
Field Experience Menu
2013 TILS Standards
Revised and Aligned with ELCC
OC=Observation activity with critique
PC=Participation and critique
LR=Lead and reflect
At least 1/3 of your activities must be done at the PC and LR levels. Please highlight/check the level at which you
participated for each activity
***********************
Req means this is a required field experience
Unless otherwise indicated, every activity requires a summary and reflection as well as any other information
asked for in italics. They should be contained in one document which would typically be 1-2 pages long and posted in the
portfolio. A template of what is expected is posted in course documents.
Definition: Summary: What did you do and with whom? (Brief and no names please).
Definition: Reflection: What went well? What did not? Why? Given the opportunity to do this again, how would
you do it better?
What is written in italics in each activity is what is to be posted in the portfolio, in the appropriate standard.
(New 2013) Standard A: Instructional Leadership for Continuous Improvement
An ethical and effective instructional leader facilitates the use of instructional practices
informed by assessment data that continually improve student learning.
Indicators: You must indicate specifically which FX activities you have done to
demonstrate this standard.
Example:
(1) Builds capacity of educators to provide all students access to a rigorous
curriculum, aligned with national standards. Activity A- i: Developed a schoolwide PD plan; Activity C-y,z,aa.
(2) Collaborates with educators to analyze and use multiple forms of data
throughout the year to establish specific goals and strategies that reflect a
commitment to student achievement and growth. Activity A-f,g; Activity C-b.
O
C
P
C
L
R
Estimated
HOURS
Your total=
161 hours
If any plan that you develop is actually implemented, participate in the implementation team, write a critique of the process and the outcome,
summarize and reflect on how the implementation could have gone better. And add additional hours!

Page 2 of 18
1.
Builds capacity of educators to provide all students access to a rigorous curriculum,

aligned with national standards.
2. Collaborates with educators to analyze and use multiple forms of data throughout the
year to establish specific goals and strategies that reflect a commitment to student
achievement and growth.
3. Develops and executes a plan to use multiple forms of data to drive and implement
interventions to address all students learning needs.
4. Systematically monitors progress toward established goals and makes decisions that
lead to continuous improvement.
(Old TILS A: An effective instructional leader implements a systematic, coherent approach to
bring about the continuous growth in the academic achievement of all students. )
Also see old Std C for activities that apply to this standard
ELCC Alignment in red.
a. Participate in the schools leadership team for a school year. You may count all the hours.
Log/journal the situations where decisions were made based on the vision of the school.
Write a summary of how the schools vision/mission was used to help decision making and
conflict resolution and/or how student achievement was at the core of all decision making.
How could it have been used more effectively?
ELCC Standard 1.3b
Note: If you are not invited to be a member of your LT, ask if you can be an observer and do
the same. If you cannot do that either, see me.
b. Chair a school wide committee related to this standard. Submit a summary and a
reflection. ELCC Standard 1.1, 1.2, 1.3
c. Chair a committee or coordinate a faculty activity to develop, review, or revise the
beliefs, vision and/or mission for your school. Produce documents that can be
distributed to teachers and posted in faculty handbooks, hallways and/or classrooms.
Submit a summary and a reflection.
ELCC Standard 1.1, 1.2, 1.3
d. Chair or take leadership in a subcommittee that writes your School Improvement Plan.
Show its alignment to the school vision. Submit the part of the plan you chaired. Submit
a summary and a reflection.: how could the process (writing that part of the SIP) have
been improved?
e. ELCC Standard 1.1, 1.2, 1.3, 1.4, 1.5
f. Analyze one or more data sets needed for the SIP. Submit the analysis and its
implications for the SIP. Submit a summary and a reflection.1.2-b
g. Develop Action Plans based on one or more of the above analyses. Submit the SIP Action
with rationale. Submit a summary and a reflection. ELCC Standard 1.3, 1.4, 1.5
h. Develop and/or conduct an on-going evaluation of one or more goals of the SIP. This is
not the same as k below: this activity requires that you evaluate the outcome of the SIP,
not its format and content. Submit a formative and/or summative evaluation. Submit a
summary and a reflection.ELCC Standard 1.3b
i. Based on the above, develop a proposal for school wide professional development. Such a
plan must be on-going, embedded in the everyday vision/culture of the school, and have
an evaluation component. Submit the plan. ELCC Standard 1.4, 2.4a
j. If the plan is implemented, submit a summary and a reflection.
k. Analyze your SIP according to the TN rubric. ELCC Standard 1.3, 1.4b Submit your
analysis and recommendations for improvement.
l. Work with the SIP committees and/or leadership team to identify additional opportunities
for meaningful involvement of parents and other stakeholders (community, system
leaders, etc.) in the continuous growth of students. Submit your plan. ELCC Standard 1.5
If the plan is implemented, submit a summary and a reflection.
m. Shadow 3 principals in schools other than your own for a day. Keep a log of all
interactions. Submit summary, reactions, and at least one recommendation that could
have improved the principals potential to influence continuous growth in the academic
REQURIED
100
30 estimated
Up to 25
40
5 each
5 each
10
5 hours
10 each

achievement of all students and/or to implement the school vision. ELCC Standard 1.3b
a. Elementary
b. Middle School
c. High School
d. (Alt) Shadow a change coach, lead (model) teacher and/or a math/literacy
coach in a school other than your own for a day. Keep a log of all
interactions. Submit summary, reactions, and at least one recommendation
that could have improved the principals potential to influence continuous
growth in the academic achievement of all students.
n. Interview a principal. Ask him/her to address topics that s/he did not know enough about
when s/he took his/her first administrative job, especially with regard to implementation
of vision and the SIP. Submit a summary and reaction.
ELCC Standard 1.3, 1.4, 1.5.
(alt) Interview a lead (model) teacher and/or a math/literacy coach. Ask him/her to address
topics that s/he did not know enough about when s/he took his/her first administrative job.
Submit a summary and reaction.
o. Review the school effectiveness literature, identifying the most commonly agreed upon 10
characteristics of effective schools. Analyze your school based on these 10
characteristics, and make recommendations for improvement ELCC Standard.1.1, 1.2
p. Conduct a Readiness for Change analysis, based on the format supplied. Make
recommendations for your school based on the priorities you established.
q. Generate a weekly bulletin/staff newsletter that addresses vision, SIP and general
information. Provide 2 examples of the best of those developed and write a set of dos
and donts for writing a weekly newsletter/bulletin. Submit a summary and a reflection.
ELCC 1.1, 1.2, 1.3, 1.4, 1.5
r. Serve on a district or building strategic planning team. Do not include all agendas, etc.
but DO include the plan itself and a set of recommendations for conducting such a
process in the future. Submit a summary and a reflection. ELCC Standard 6.1, 6.2
s. Work with the principal to fill out various state reports. Make notes as to the principals
recommendations as to how to do such reports efficiently. Submit a summary and a
reflection. ELCC Standard 6.1, 6.2
t. Manage a grant your school has received. Submit a report at either the end of the year or
the end of the grant process reflecting on what went well and how you would better
manage a grant in the future. Make specific reference to how it furthered advancement
toward the vision. (You may count all the hours you were involved in managing the
grant). Submit a summary and a reflection. ELCC Standard 1.3, 1.4, 1.5
Other: Please check for approval and enter here in the log.
Page 3 of 18
3
may be
done more
than once
10
8
3 hours/wk
# of mtg hrs
50+

Standard B: Culture for Teaching and Learning

An ethical and effective instructional leader collaborates with stakeholders to create and
sustain an inclusive, respectful and safe environment conducive to learning and growth for all.
Page 4 of 18
Estimated
HOURS
O
C
P
C
L
R
Your total=
Indicators: You must indicate specifically which FX activities you have done to
demonstrate this standard.
1.
Communicates and supports high expectations for trust, collaboration, a safe and
orderly environment, and respect for all.
2. Facilitates development of supportive structures to involve families in the education
of their children.
3. Facilitates collaborative relationships among all stakeholders by establishing high
expectations for clear, concise, and constructive written and spoken communication.
4. Recognizes and celebrates improved educator and student performance related to
school improvement goals.
(Old TILS B: An effective instructional leader creates a school culture and climate based on
high expectations conducive to the success of all students.)
a. Required. Conduct a Climate Analysis in your school. If you use the analysis you
developed in class, either do the actual survey as a request from your principal, or be sure
you do an IRB form as a part of your UTC program. Identify strengths and weaknesses.
Prioritize and develop a skeleton action plan. Submit a summary and a reflection. ELCC
Standard 2.1
reflection. ELCC Standard 2.1
c. Identify best practices research that makes suggestions for ensuring success for ALL
students focusing on culture and climate.
-Identify which, if any, such practices are being implemented in your school. Submit
recommendations for implementation. ELCC Standard 2.1
d. Lead or participate in a school transition team (K, 5-6, 8-9). Develop a plan and
implement. For this standard, focus on issues in transition related to school culture. (You
may do this again in Standard C focusing on academics). Submit a summary and a
reflection, a list of events; critique and make recommendations for improvement in the
process as well as the events. ELCC Standard 2.2, 2.3
e. Consult with the principal or AP to select a teacher who may need help in the area of
student discipline. Analyze his/her discipline referrals for period of time. Observe in
his/her classroom. Conference with the teacher. Make recommendations. Evaluate
progress. Submit a summary and a reflection. This or f below are required.
ELCC Standard 2.1, 2.2, 2.3, 2.4
f.
g.
h.
Convene and chair a committee to review your schools discipline plan. Analyze schoolwide referrals. Bring the committee to consensus on patterns and make recommendations;
submit. If you cannot convene such a committee, do the analysis yourself. Note patterns,
make recommendations, and submit. Do NOT include any names. Submit a summary and
a reflection. This OR e above are required. ELCC Standard 2.1, 2.2, 2.3
Attend a readmission conference for a student who was suspended and write an analysis of
the conference and/or readmission plan that is based on that conference. Be sure to address
consequences should the student be involved in another similar incident. Submit a
summary and a reflection. ELCC Standard 2.1, 2.2, 2.3
This may be done more than once.
Create a BIP/FBA for a student with chronic disciplinary referrals. Implement and collect
data on the interventions. In collaboration with the teacher/parents/appropriate others
continuously evaluate the plan. Include the plan, some of the data which show change,
25
Required
EDAS 5730
15
20
E or F
below are
REQUIRD
10
REQUIRD
40
30

and modifications to the plan. Submit a summary and a reflection. ELCC Standard 2.1,
2.2, 2.3
i. Lead/work with others to develop/implement an incentive plan for student behavior and/or
attendance. Submit the plan, the results and a reflection. ELCC Standard 2.1, 2.2, 2.3
j. Analyze school or grade level attendance rates and, in collaboration with others, create an
improvement plan that addresses both short and long term interventions. Include the
intervention plan and a summary and a reflection. ELCC Standard 2.1, 2.2, 2.3
k. Conduct a focus group of students regarding school safety. Explore the students
perceptions of their safety in school, including but not limited to facility concerns, student
fights and harassment and gangs. Bring the focus group to consensus on
recommendations and submit. Submit a summary and a reflection. ELCC Standard 2.1,
2.2, 2.3, 3.1
l. Conduct a school safety audit. Review your safety plan, emergency plan, and crisis plan.
See safeschools.org or safeschools.com for ideas/free trial offer.. Submit a summary and
a reflection. ELCC Standard 2.1, 3.1
m. Develop a crisis plan for a school bus accident related to a field trip. Facilitate a meeting
regarding the implementation of this plan. Construct a letter to parents informing them of
procedures to follow should such as incident occur. Submit the plan and the letter and
submit a summary and a reflection. ELCC Standard 3.1
n. Evaluate your schools current crisis plan, both for content and dissemination. Submit
recommendations for improvement. ELCC Standard 3.1
o. Identify major gangs and subsets of gangs in your school community. Conduct a focus
group of students regarding gangs and recommendations to reduce gang influence.
Interview administrators/resource officers regarding policies that are currently in place.
Make recommendations for improved prevention and action in this area. Submit a
summary and a reflection. ELCC 2.1, 3.1
p. Analyze the effectiveness of the schools leadership team. What % of time was spent on
instructional issues? Management? District/state mandates? To what extent were the
meetings grounded in the schools mission/vision/ beliefs that all students can learn?
Submit a summary and a reflection. ELCC Standard 1.1-1.5
q. Organize and facilitate a faculty committee to review a major issue of a non-instructional
nature-such as attendance, climate, discipline issues, etc. (assume 5-6 meetings). Prepare
and submit a final report describing the committees recommendations and an evaluation
of how you could conduct such work in a more effective/efficient manner in the future.
r. Facilitate a focus group comprised of teachers, parents, community members and other
pertinent people to gather information related to school governance, curriculum, faculty,
administration, extra curricular activities, or student issues. A summary of activities,
information and recommendations are to be included in the portfolio. ELCC Standard 4.14.2,4.3
s. Observe and critique a teacher, submitting a summary of the pre-observation conference, a
comprehensive script of the observation, and analysis of the classroom activity, and an
itemization of the teachers strengths and recommendations for improvement. Submit a
summary and a reflection. Blot out the teachers name. For TILS-B, focus on the climate
and expectations in the classroom. ELCC Standard 2.4b
***If you submit the project you did for EDAS 5760 be sure to add a summary of what well in
the process, and what you will do differently in the future to improve your effectiveness as an
observer/supervisor/evaluator of instruction (EDAS 5760)
t.
u.
Page 5 of 18
30
Up to 30
10
20
20
10
25
20
3 hrs. per
mtg
Required
EDAS 5760
This may be done more than once.

Initiate the use of discussion circles with a teacher group, where you share best practices
across a variety of topics. For this standard, focus on classroom climate and culture. This
might be as formal as a critical friends group or as informal as a grade level discussion.
Have teachers evaluate the process at semester as well as at the end of the year. Submit a
Plan, coordinate and implement a series of Critical Friends Groups. Have participants
20
20
20

evaluate the series. Submit a list of the topics addressed a summary of the evaluations,
and a summary and a reflection. ELCC Standard 2.4, 2.2, 2.3
v. Plan a school-wide event, working collaboratively with students, teachers, administration,
and parents (as appropriate) and book keepers. Include the documentation of the end
product and a summary and a reflection. ELCC Standard 4.1, 4.2, 4.3
w. Interview 4 of the 5 following people, asking each for a recommendation as to how they
believe the school could be improved (custodian, secretary, teacher, food service, parent)
Submit a summary of those recommendations (one paragraph for each is sufficient).
Identify common recommendations and/or conflicts; how would you address these ELCC
Standard 4.1, 4.2
x. Review and revise the parent/school handbook(s). Submit the finished produce and a
summary of how it is an improvement over the previous document ELCC Standard 4.1, 2.2
y. Analyze data and make recommendations regarding the maximization of student learning
time. Submit data summary and recommendations for improvement. ELCC Standard 3.3
-If the plan is implemented, evaluate and submit results.
z. Critique your schools website. Identify strengths and weaknesses as they relate to
communicating a positive and achievement orientated culture for the school. 3.2b,3.2c,
4.1, 4.3
aa. Create a video production (VHS, DVD or web-based) for parent orientation to your
school. Critique it and provide recommendations for improvement. ELCC Standard 4.1,
4.2
bb. Assist in lunchroom supervision for some extended period of time (at least 4 weeks).
Reflect on how the cafeteria could be improved, and how that would have a positive
impact on school climate. Suggest (perhaps as a team) how this time could be productive
for you as a principal.
-In lieu of lunchroom duty, bus duty is an acceptable alternative using the same submissions.
. ELCC Standard 3.1
Page 6 of 18
20
5
25
5
Up to 25
20-25
If you implement your recommendations, submit an evaluation of the new procedures.


(Old TILS C: An effective instructional leader facilitates instructional practices that are
based on assessment data and continually improve student learning.) Apply these
activities where ever they fit
a.
Required: a or b: Participate in or lead in the SIP component that analyzes student

achievement data and makes recommendations based on those data. Submit the
recommendations/goals that emerged from the process. ELCC Standard 2.2, 2.3
b. Required: a or b: Analyze the TVAS /Terra nova/GA scores for your school, a grade
level, and/or a department or course. Work with one specific grade level to enhance
instructional strategies to improve the scores for that grade level. At the end of the year,
write a summary of what went well, what did not, and (if you have the results) what
changes you saw in student performance. ELCC Standard 2.2, 2.3, 2.4
c. If you have already done this, you may use your previous alignment but must add the
summary as described.
d. You may do this more than once
e. Chair a school wide committee related to this standard. Submit a summary and a
reflection.
f. Lead or participate in a school transition team (K, 5-6, 8-9). Develop a plan and
implement. For this standard, focus on issues in transition related to academics and
instruction. (You may do this again in Standard B focusing on culture). Submit a list of
events; critique and make recommendations for improvement in the process as well as the
events. ELCC Standard 2.2, 4.1
g. Work with the administrator to create and build the master schedule. Submit the list of
priorities that were addressed; critique the process, the priorities and the product. ELCC
Standard 3.1, 3.2
h. Examine this years master schedule, and identify problem areas. Provide rationale for
why the problem exists, or make recommendations for improvement. ELCC Standard 3.1,
3.2
i. (ELEM) Work with the school principal on class assignments for the next school year;
submit a list of rules/tips/limitations, which were presented to you. ELCC Standard 3.2,
3.1
j. Develop a Special Day Schedule for the entire school. You must hold to the current
lunch and bus schedules and provide teachers with contractually required preparation
time. Your primary goal is to present time for teaching and learning even though it is a
special day. Submit an outline of rules/tips/scheduling constraints that were presented to
you and reminders for when you build your own. ELCC Standard 3.2, 3.1
k. Assume the role of grade level or department chair for a school year. Write an end of the
year summary that identifies what you did well, where you need to improve your
performance, and what you would do differently the next year. If you cannot assume the
role of grade level chair, chair an all-school committee and do the same thing . ELCC
Standard 3.1a, 3.1b, 3.2a
l. Organize and facilitate a faculty committee to review a major instructional issue (assume
5-6 meetings). Prepare and submit a final report describing the committees
recommendations and an evaluation of how you could conduct such work in a more
effective/efficient manner in the future. ELCC Standard 2.2, 2.3, (possible) 2.4
m. Assess the instructional practices in your school/grade level/department/team using
instruments such as IPI (Instructional Practices Inventory) or another observation
instrument. What percent of instructional time in student centered/engaged? Teacher
centered? Teacher directed? Off task? Write a set of recommendations, including
recommendations for professional development.
Page 7 of 18
Estimated
HOURS
O
C
P
C
L
R
Your hours
in old Std C
should be
applied
where they
fit now.
25
Required
(a or b)
50 (could be
more)
Required
(a or b)
20
10-50
10
25
8
70
25+
25+

n.
o.
This may be done more than once with various groups/individuals ELCC Standard 2.2, 2.3
Work with a teacher whose students have not made AYP the previous year. Engage in all
aspects of improving her practices: data analyses, observations, developing new
instructional strategies, developing new curricular design, interpersonal relationships,
professional development. Submit a summary of the entire project, omitting the teachers
name.. ELCC Standard 2.2, 2.3, 2.4
p. Analyze one specific textbook regarding reading level, promotion of cultural diversity and
use of recent research in rigor. Submit a summary of the analysis and recommendations
ELCC Standard 2.2, 4.2
q. Required: Complete a curriculum audit. The audit will include graphs representing
subjects and the amount of time spent on each. Combine this information with test scores
and make recommendations regarding 1) how the curriculum is meeting student needs,
and 2) changes that should be made. ELCC Standard 2.2, 2.3
r. Align your curriculum with standardized tests that are used for student advancement. At
the end of the year, identify areas that still need to be changed and submit a summary of
how effective your efforts had been. (If you have already done this, you may use your
previous alignment but must add the summary as described.) ELCC Standard 2.2, 2.3
s. Evaluate student instruction based on instructional technology standards. What
performances are expected at each grade level? Is it consistent, or dependent on the
individual teacher? What software programs are taught? What competencies can the
student expect to have when she or he exits that school? Write a summary of what you
recommend for instructional use (not only purchase) as well as your rationale. ELCC
Standard
t. Develop a set of recommendations for the technology needs for your school, based on the
above. ELCC Standard 2.2, 2.3, 3.3
u. Train a group of teachers to use a specific software program to support instruction. Be sure
this is not a one-time training. Include a sample of the best training materials and a
product produced by one of teachers. Include the evaluation done by the teachers and
reflections on what you did well and how you could improve such a process in the future
ELCC Standard.2.4, 2.2c
v. Literacy: Work with other faculty to determine the effectiveness of your schools program
for teaching literacy across the curriculum. As part of that, look at how well prepared
teachers are to do so: plan and conduct professional development for faculty who do not
have sufficient expertise in the area. Submit the evaluation, the PD outline and results of
the PD sessions ELCC Standard.2.4, 2.2, 2.3
w. Numeracy: Work with other faculty to determine the effectiveness of your schools
program for teaching numeracy across the curriculum. As part of that, look at how well
x. prepared teachers are to do so: plan and conduct professional development for faculty who
do not have sufficient expertise in the area. Submit the evaluation, the PD outline and
results of the PD sessions. Submit a summary and a reflection. ELCC Standard 2.4, 2.2,
2.3
y. Work with a committee of teachers to define what rigor looks like in your school. Submit
the definition/indicators. ELCC Standard 2.2, 2.3
z. If possible, plan and conduct a PD session based on the above. Submit an outline and an
evaluation. Submit a summary and a reflection.
aa. Use the above definition to assess the level of rigor of your curriculum and instructional
practices: make recommendations for improvement. Submit analysis and
recommendations. ELCC Standard 2.4, 2.2, 2.3
bb. Initiate the use of discussion circles with a teacher group, where you share best practices
across a variety of topics. For this standard, focus on curriculum and/or instructional
strategies. This might be as formal as a critical friends group or as informal as a grade
level discussion. Have teachers evaluate the process at semester as well as at the end of
the year. Make recommendations for improvement based on those evaluations. ELCC
Standard 2.4, 2.2, 2.3
Page 8 of 18
70?
(assuming 2
hours/wk)
20
20
10
25
15
20
Also TILS
D
30
20
Standard C: Professional Learning and Growth

An ethical and effective instructional leader develops capacity of all educators by designing,
facilitating, and participating in collaborative learning informed by multiple sources of data.
Estimated
HOURS
O P L
C C R Your hours=
Indicators: You must indicate specifically which FX activities you have done to demonstrate
this standard.
1.
Implements and monitors a rigorous, consistent evaluation system using an approved

Tennessee evaluation model.
2. Uses educator evaluation data to inform professional learning goals and plans.
3. Provides and engages in data-informed, differentiated professional learning
opportunities for educators, aligned with the Tennessee Standards for Professional
Learning.
4. Identifies, retains, and develops the most effective educators based on evidence of
student and educator outcomes.
5. Identifies and supports potential teacher-leaders and provides growth opportunities in
alignment with the Tennessee Teacher Leadership Standards.
6. Takes action to improve self-practice based on multiple sources of feedback,
including performance evaluation results and self-reflection.
(old TILS D: An effective instructional leader improves student learning by developing and
sustaining high quality professional development.)
ELCC Alignment in red. The entire TILS-C(new) is aligned with ELLC 2.4. ELCC 2.2
and 2.3 inform what is done in 2.4.
a. Based on student achievement data or other student data, develop a proposal for
professional development for your school, department, or grade level. Such a plan must be
on-going, embedded in the everyday culture of the school, and have an evaluation
component. Submit the rationale for the plan and the plan. ELCC Standard 2.4, 2.2, 2.3
b. If the plan is implemented, submit an evaluation.
c. Required: Plan and conduct a faculty staff development session. Submit your handouts
and agenda. Be sure to have participants do an evaluation and include a summary in
your portfolio. Write a short summary of what went well and, given the opportunity to do
the same training in the future, how you would improve it. ELCC Standard 2.4, 2.2, 2.3
d. This (C) may be done more than once.
e. Chair a school wide committee related to this standard. Submit a summary and a
reflection.
f. Evaluate the staff development plan in your school for the current year. How is it tied to
the school improvement plan? Adult learning? Is it individualized? How is it connected to
teacher performance improvement? How are determinations made as to how the budget is
spent? What special provisions are made for new teachers? What special provisions are
made for teachers with assignments outside of their teaching field? Submit a summary
with strengths and weaknesses. ELCC Standard 2.4, 2.2, 2.3
g. Conduct a needs assessment of staff to identify professional staff development needs for
the next school year. Develop a set of recommendations for the next school year based on
that survey; be sure to align it to curriculum implementations and the school improvement
plan. Submit the recommendations and a critique of the process. Submit a summary and a
reflection. ELCC Standard 2.4, 2.2, 2.3
h. Literacy: Develop a series of PD Sessions for teachers interested in increasing the
teaching of literacy across the curriculum. Include opportunity for follow-up and peer
coaching. Submit an outline of the activities and summary of the results. Submit a
i. Numeracy: Develop a series of PD sessions for teachers interested in increasing the
teaching of numeracy across the curriculum. Include opportunity for follow-up and peer
coaching. Submit an outline of the activities and summary of the results. Submit a
10 for each
topic plus time
you spent in
training
yourself.
Req PL/TL
20
20
20+
20+

Rigor: Develop a series of PD sessions for teachers regarding increasing the level of rigor
in their curriculum and instructional practices. Submit an outline of the activities and
summary of the results. Submit a summary and a reflection. ELCC Standard 2.4, 2.2, 2.3
k. Writing across the Curriculum: Develop a series of PD sessions for teachers interested in
increasing the quality of writing done in their classrooms. Include opportunity for followup and peer coaching. Submit an outline of the activities and summary of the results.
Submit a summary and a reflection. ELCC Standard 2.4, 2.2, 2.3
l. Provide evidence that shows how teachers who engage in outside PD are
encouraged/expected to share their new knowledge with others as well as use it in their
classrooms. Submit one or two examples. ELCC Standard 2.4, 2.2, 2.3
m. Required: Observe and critique a teacher, submitting a summary of the pre-observation
conference, a comprehensive script of the observation, an analysis of the classroom
activity, and an itemization of the teachers strengths and recommendations for
improvement. Blot out the teachers name. This may be done more than once.
n. Required: Follow up with additional observations over time. What is working? What is
not? Make additional recommendations based on your analysis. Follow up again. Write
an end of the year summary and reflection.
ELCC Standard. 2.4, 2.2, 2.3
o. Provide evidence of alignment between the appraisal process and a staff members
professional growth plan. Provide evidence that the schools PD plan facilities this
individual growth. Submit evidence. ELCC Standard 2.4, 2.2, 2.3
p. Evaluate the current evaluation process employed at your site by conducting a focus group
of four or more teachers, including one or more probationary teachers. Issues of timing,
fairness, substance, and recommendations for improvement should be addressed and
summarized and included in written recommendations. ELCC Standard 2.4, 5.3, 6.1
q. Work with others to establish a system of peer observation, including identifying
teachers who would like to be observed, areas of their expertise, facilitating classroom
coverage, and ensuring a debriefing process for both teachers Submit a summary of how it
went and how it could be improved. ELCC Standard 2.4, 2.2, 2.3
r. Accept the leadership in or participate in a committee to plan and implement a
comprehensive new teacher induction program for your school. Include the agenda of
activities over the year as well as the teachers evaluation of the program. Include
reflections on what you did well and how you could improve the program and/or the
process in the future. ELCC Standard 2.4, 2.2, 2.3
s. Serve as a mentor for one or more new teachers through the school year. Submit a list of
activities and a reflection on what went well, including the new teachers effectiveness.
t. Align one or more protgs with coaches other than yourself to assist them in the
development of specific skills. Submit a reflection of events, what went well and how you
would change your involvement in the future. Submit a summary and a reflection. 2.4, 2.2,
2.3
u. Identify one or more protgs and assist them in development their own professional
development plan. Help them align with their student achievement scores. Submit a
reflection of events, what went well and how you would change your involvement in the
future. 2.4, 2.2, 2.3
v. Interview a principal who has engaged in formal discipline (Letter of Deficiency,
suspension or termination) of a tenured teacher. Submit a list of recommendations as to
how to do such a process well and within legal requirements. ELCC Standard 2.4, 5.1,
6.1, 6.2
w. Participate in the hiring process for one or more positions in your school. Evaluate the
entire process, from advertisement of the position through selection. Submit a summary
and a reflection. ELCC Standard 2.4, 5.1, 6.1, 6.2
x. Write a job description for one or more non-teaching positions. Be sure to include
essential requirements. Submit the document and any feedback you get from the hiring
committee, as well as your own recommendations for improvement ELCC Standard 2.4,
j.
20+
20+
5
10
Req 5760
5
25
20
40
70
(Assuming 2
hours/wk)
15
20
10+
10+
5.1, 6.1, 6.2

Assess the instructional practices in your school/grade level/department/team using
instruments such as IPI (Instructional Practices Inventory) or another observation
instrument. What percent of instructional time in student centered/engaged? Teacher
centered? Teacher directed? Off task? Write a set of recommendations, including
recommendations for professional development. 2.4, 2.2, 2.3, 6.`1
z. This may be done more than once with various groups/individuals
aa. Work with others to develop non-traditional teaching or curriculum systems to re-teach
concepts to students who have not mastered them when previously taught. Submit the
plans and/or outline of strategies. If actually implemented, submit an evaluation of the
results. ELCC Standard 2.4, 2.2, 2.3
bb. Provide evidence of efforts to locate and secure resources for PD. Submit examples and
reflection of how you will do this more effectively in the future. THIS INCLUDES GRANT
WRITING. ELCC Standard 6.1, 3.3, 2.4, 2.2, 2.3,
y.
25+
20+
10++
Standard D: Resource Management

An ethical and effective instructional leader facilitates the development of a highly effective
learning community through processes that enlist diverse stakeholders and resources.
Estimated
HOURS
O P L
C C R Your hours
Indicators: You must indicate specifically which FX activities you have done to demonstrate
this standard.
1.
2.
3.
4.
Enlists community resources and partners to support the schools mission, vision, and
goals.
Includes a diverse set of educators and stakeholders in school improvement decisions.
Establishes, communicates, and enforces a set of standard operating procedures and
routines aligned with district, state, and federal policy.
Performs all budgetary responsibilities with accuracy, transparency, and in the best
interest of students and staff.
(old TILS E: An effective instructional leader facilitates learning and teaching through the
effective use of resources)
a. Analyze data and make recommendations regarding the maximization of student learning
time. Submit data summary and recommendations for improvement. ELCC Standard 3.3
b. If the plan is implemented, evaluate and submit results.
c. Chair a school wide committee related to this standard. Submit a summary and a
reflection.
d. Examine procedures for the opening day of school. Make recommendations for
improvement. Submit the procedures and a summary of what you learned doing them.
e. Examine procedures for the closing day of school. Make recommendations for
improvement. Submit the procedures and a summary of what you learned doing them. .
f. See scheduling activities from TILS C
g. Interview 2 or 3 principals to understand how they manage and balance their
personal/professional time: submit a summary of tips you learned that might work for you
with rationale. Also provide critique regarding tips that would not work for you, with
rationale. ELCC Standard. 3.3, 3.2, 3.1
h. Develop a personal time management system. Implement and evaluate it. Submit the
plan, your evaluation and any modifications. Summarize what you are doing well to
manage your professional time. Suggest changes. ELCC Standard 3.1
i. Work with the site administrator responsible for the school discretionary budget. Analyze
how allocations are determined, and by whom. Describe sub-budgets, such as Title I,
grant money, donations, etc. Describe the principals method of bookkeeping to assure
that the budget is adequately maintained. Summarize findings and develop
recommendations for how budget decisions are made, and accountability. Include these
recommendations in your portfolio ELCC Standard.3.1, 5.1, 5.2, 5.3
j. Conduct or chair a fundraising event. Submit evidence of the process, the results, and
affirmation that all state and LEA requirements have been met. ELCC Standard 3.1, 5.1,
5.2, 5.3
k. Convene a task force of parents, students, business partners, community members and
faculty to establish priorities for discretionary expenditures for l or m above. Submit a
description of the process you followed and the results. ELCC Standard 3.3, 4.1, 4.3
l. Develop a plan for communication with internal and external stakeholders regarding
budget decisions, changes and needs. Submit examples of communication strategies and
how suggestions are aligned with implementation. ELCC Standard 4.1
m. Spend some time with the schools book-keeper. Ask her/him for best practices and
advice. Submit a list of things you learned to do/not to do. Submit a summary and a
reflection. ELCC Standard 3.3, 5.1
10
5
5
15
15
20
20
10
20
n.
Learn how to and input student management data into the schools data management
system. Submit a list of dos and donts regarding how to do this efficiently and how to
use the information effectively. ELCC Standard 3.3, 4.1, 4.3
o. Develop a plan for parent involvement in your school. Submit the plan, how it ties to the
talents of the parents, and how it is aligned with the SIP.
p. If implemented, also submit an evaluation. ELCC Standard 3.2b, 4.1, 4.2, 4.3
q. Evaluate the current plan for parents involvement. Is parent involvement at an
appropriate level? Is it tied to the SIP? Does it appear to be effective? If not, how could it
be improved? Submit a summary and a reflection. ELCC Standard 3.2b, 4.1, 4.2, 4.3
r. Develop a manual/handbook for volunteers. Address issues such as safety, confidentiality,
school procedures, training, communication, and expectations. Submit the handbook.
s. Conduct an orientation or parent (and other) volunteers based on the above information.
Submit an evaluation. ELCC Standard 4.2, 4.3
t. Create a Substitute Teacher Handbook. Begin with an assessment of what volunteers
need to know and be able to do to be effective in your school. Write the handbook. If you
can, hold meetings about it. Disseminate and review. Submit the handbook and a
reflection. ELCC Standard 3.3, 2.2.,2.2, 2.3, 4.3
u. Hold one or more information/orientation sessions for substitute teachers. Discuss items
in t above. Submit the agenda and a reflection. ELCC Standard 3.3, 2.2.,2.2, 2.3, 4.3
v. Attend construction meeting(s) for a school that is undergoing renovation or new
construction. What are the formal and informal responsibilities of the principal? Identify
decisions that have a direct impact on instruction. Who makes them? Reflect on this in
your portfolio. How could this process be improved? ELCC Standard 3.2, 3.3, 3.1
w. Interview a principal who has recently been involved in school construction. Gather
his/her recommendations for a successful project. ELCC Standard 3.2, 3.3, 3.1
x. Conduct a facilities needs assessment for projected enrollment for the next five years.
Make recommendations for use of space for 5 years, assuming that the projections are
correct and no additional construction takes place. ELCC Standard 3.2, 3.3, 3.1
Old TILS F: An effective instructional leader facilitates continuous improvement in student
achievement through processes that meet the highest ethical standards and promote advocacy,
including political advocacy where
appropriate.
This is no longer a separate TILS standard; it is stated in each. It MUST be addressed as
part of our ELCC recognition.
20
20
20
Up to 25
Up to 10
Up to 25
Up to 10
5
5
10-30
Estimated
HOURS
O P L
C C R
Your total=
ELCC Standard 5.0: Candidates who complete the program are educational leaders who
have the knowledge and ability to promote the success of all students by acting with integrity,
fairly, and in an ethical manner.
1. Acts with integrity
2. Acts fairly
3. Acts ethically
a. Required: Develop an in-service or handbook for new teachers that addresses Legal
Issues for New Teachers. (You may NOT do this until after you have taken EDAS 5630,
School Law). ELCC Standard 5.3, 2.1 , 6.1
b.
c.
d.
Do the presentation, have teachers evaluate it, and conduct at least one follow-up later in
the year. Include the outline, the evaluation, and the results of the follow-up meeting(s) in
your portfolio.
Chair a school wide committee related to this standard. Submit a summary and a
reflection.
Identify one legal issue that is of concern to you and prepare a presentation on it.
(a) 10
ReqEDAS
5630
(b) 10
15
e.
f.
g.
Develop an executive summary of critical information, resources, and

recommendations. ELCC Standard 5.3, 2.1, 6.1
Evaluate, critique, modify and implement anti harassment and/or bullying and/or hazing
policy and strategies for your school. Submit the final plan and an evaluation, if there is
time. Critique both the process and the product. ELCC Standard 5.3, 2.1
Write the professional code of ethics that you intend to follow as a school leader. Do not
include laws. Include it in your portfolio and use in b below. ELCC Standard 5.3,
2.1
Prepare a report of the ethical issues that were implicitly or explicitly raised during your
field experience. You may address issues you faced as well as those you observed others
face. Summarize the strengths you observed, as well as the weaknesses. If that
administrator were to have the chance to address those issues again, how could the process
is improved? This might be easiest to do in a 4 column table.issue-strengthsweaknesses- how to improve ELCC Standard 5.3, 2.1, 5.1, 5.2
Req 5810
Up to 30
10 Req 5810
10 Req 5810
10
h.
Interview a school board member regarding issues of ethics (remind that person that
his/her name will not be used). Develop and ask a set of questions about ethics of interest
to you; submit a summary. ELCC Standard 5.3, 5.2, 6.1
i.
Interview 3 principals other than your own. Ask about the most difficult ethical issues
they faced (remind them that you will not use any names, including theirs), and add those
issues into the chart you prepared in b above. Name the administrators Admin A, B,
C. (You may use the same administrators you shadowed/interviewed in Standard 2) .
j. (Alternate) Interview 3 teacher leaders in schools other than your own. Ask about the most
difficult ethical issues they faced (remind them that you will not use any names, including
theirs), and add those issues into the chart you prepared in b above. Name the
administrators Teacher A, B, C. (You may use the same teachers you
shadowed/interviewed in Standard 2)
k. Provide evidence of your own professional code of ethics and how it has influenced your
decision-making and/or interactions with others. Submit a summary and reflection of how
you will better ground your future decisions and actions in that set of standards ELCC
Standard. 5.3, 5.2, 6.1
l. Evaluate decisions and actions of other administrators based on your professional code of
ethics. Do NOT use names. With the analysis, submit suggestions as to how those
processes could have been improved. ELCC Standard 5.1, 5.2, 5.3
m. Provide evidence that your professional code of ethics has served as a model for others. .
n. Help a protg develop his/her professional code of ethics. Submit their plan and their
own summary as in e above. ELCC Standard 5.3, 5.2, 6.1, 2.4
o. Review recent budget cut decisions in your system. Do you think those decisions were
made based on sound ethical standards? If so, why? If not, why not? Add into the chart
prepared in b above. ELCC Standard 4.2, 5.1, 5.2, 5.3
p. Re-examine the climate analysis you did in 3a. Focus on the issues that are grounded in
diversity, tolerance, equity, ethics and/or staff morale. Submit a list of recommendations
for improvement. ELCC Standard 2.1, 5.2, 6.2
q. Based on the information gained from g above or from the data in your SIP, plan and
conduct one or more sensitivity/diversity/multicultural awareness professional
development sessions for your faculty/staff. Submit the final documents as well as a
summary of evaluations and your own critique of ways to improve both the process and
the product. ELCC Standard 2.1, 5.2, 6.2
r. As you mentor a new teacher, help him/her develop a personal code of ethics. Be sure
to refer to the NEA Code of Professional Conduct, as well as any school district codes. At
the end of the year, have this person test their decisions and performance against their
code, and reflect upon areas for improvement. Submit a summary. As always, do not use
names. ELCC Standard 5.3, 5.2, 6.1, 2.4
s. Conduct a (brief) facilities analysis for ADA. If a child in a wheelchair were to enroll in
5
5
5
5
20
10
your school, is the program physically accessible? Assume this child is cognitively
capable, i.e., does not need an assistant. What would have to be done to make the building
accessible and responsive to the dignity/safety issues that are the core of ADA?4.1, ELCC
Standard 5.3, 5.2, 6.1, 2.4
t. Attend a due process hearing regarding change of placement for a special education IEP.
Interview parents if they are willing. Record your reactions in your journal. If you have
been able to identify any areas where they school system could have responded differently
and avoided a hearing, indicate these alternatives in a short essay to be included in your
portfolio. 5.3, 5.2, 6.1, 6.2, 6.3 2.1
u. Attend a due process hearing regarding change of placement for a special education IEP.
portfolio. ELCC Standard 5.3, 5.2, 6.1, 6.2, 6.3 2.1
v. Attend a due process hearing regarding change of placement for a special education IEP.
w. Attend a due process hearing regarding change of placement for a special education IEP.
x. IDEA (2004) contains specific guidelines for the discipline of special education students.
Analyze your schools program to determine if these guidelines are being followed. ELCC
Standard 5.3, 5.2, 6.1, 6.2, 6.3 2.1
y. Attend (a) school board meeting(s) throughout the school year. Reflect on the issues
addressed, the resolutions, the progress made, and the unresolved issues. ELCC Standard
6.1, 6.2, 6.3
z. Attend a sufficient number of school board and county commissioner meetings to
determine how the district budget it developed and approved. Summarize findings
regarding ethical decision making and advocacy in your portfolio. ELCC Standard 6.1,
6.2, 6.3
aa. Review the teacher contract and provide a critique as to how the contract could be
amended during the next negotiations to improve teacher morale and increase student
achievement. Identify current barriers to both. ELCC Standard 6.1, 6.2, 6.3
bb. Review the grievance procedure in the contract and address a past grievance. Make
specific recommendations as to how this grievance could have been avoided. ELCC
Standard 6.1, 6.2, 6.3
Old TILS G: an effective instructional leader responds to and influences the larger personal,
political, social, economic legal and cultural context in the classroom, school and local
community while addressing diverse student needs to ensure the success of all students.
This is no longer in the TILS standards but MUST be addressed as part of our ELCC
recognition.
ELCC : Standard 6.0: Candidates who complete the program are educational leaders who have
the knowledge and ability to promote the success of all students by understanding, responding
to, and influencing the larger political, social, economic, legal, and cultural context.
1. Understand the larger context
2. Respond to the larger context
3. Influence the larger context
20
20
5 per
meeting
#1, 5
3 x number
of mtgs.
10
5
O P L
C C R
Estimated
HOURS
Your total=
a.
Submit evidence that SIP data and other student assessment data are appropriately disaggregated across diverse populations. ELCC Standard 2.2b, 3.1a
reflection.
c. Develop and/or implement school programs or policy (student and or professional
development) that address broadening diversity in your school community. Submit the
program outline or the policy and your reflection on the process of its development. ELCC
Standard 2.1, 5.2, 6.1, 6.2, 6..3
d. Evaluate programs/policy as described in c above and make recommendations for
improvement. Submit the evaluation and recommendations for improvement. ELCC
Standard
e. Participate in the recruitment and/or hiring process that promotes diversity. Submit a
reflection on the process, paying specific attention to how the goal of diversity and the
goal of hiring the best possible person were integrated and addressed. ELCC Standard
5.2, 5.1
f. Develop and implement part of a teacher induction program that examines the needs of the
diverse populations of your school and builds skills of new teachers that support working
with those families. Submit the outline of the program and a reflection on its
implementation. ELCC Standard 4.1-4.3, 5.1-5.3
g. Mentor/coach a new teacher to enhance his/her skills in working with families with
diverse backgrounds or needs. Submit the format you used to identify goals, the PD goals
you identified, the plan for the new teacher, and a reflection. Do not use his/her name.
ELCC Standard 4.1-4.3, 5.1-5.3, 2.4
h. Mentor/coach a new teacher to enhance his/her skills in modifying curriculum/instruction
to meets the needs of students with diverse backgrounds or needs. Submit the format you
used to identify goals, the PD goals you identified, the plan for the new teacher, and a
reflection. Do not use his/her name. (also would fit in standard B) ELCC Standard 4.14.3, 5.1-5.3, 2.4
i. Evaluate the school calendar, you grade levels homework and/or test schedule, and
activity schedules for conflicts with calendars from cultures that are not standard to your
community. (For example, do you regularly test on Thursdays? Wed. is a church night
for many. Do you have ball games on Yom Kippur, etc?? What accommodations do you
make for Ramadan? ) Make recommendations for changes. Submit those
recommendations and rationale. ELCC Standard 4.1-4.3, 5.1-5.3, 2.4
j. Evaluate general school practices to determine which, if any, are contrary to practices that
would be appropriate for a school that promotes diversity (i) above is just about the
calendar. This is broader). ) Make recommendations for changes. Submit those
recommendations and rationale. ELCC Standard 4.1-4.3, 5.1-5.3, 2.4
k. Coordinate the parent volunteer program (or part of it) in your school, attempting to
increase parent involvement, in part, with meaningful volunteer opportunities. Submit a
list of types of opportunities, and a critique of how you could improve both the process
and the outcome. ELCC Standard 4.1-4.3, 5.1-5.3, 2.4
l. Plan and event with/for a PTA or parent meeting (literacy night, etc). Submit final
documents, the program evaluation or feedback, and your own recommendations
regarding how both the process and the event could have been improved. May be done
more than once. ELCC Standard 4.1-4.3,
m. Plan a presentation for a PTA meeting or another community meeting on a specific topic.
Conduct the presentation and critique it, submitting an outline of both the presentation
and the critique. May be done more than once. ELCC Standard.1-4.3
n. Present all or part of the SIP to a community group. Critique your presentation and
submit. ELCC Standard 4.1-4.3
o. Chair or work with a parent/community task force which meets over a period of time for
the school year. You do not have to log all the meetings and activities but summarize its
activity, its goal accomplishment, and obstacles that hindered progress. Make suggestions
for improvement of such an activity in the future. ELCC Standard 4.1-4.3, 5.1-5.3
p. Interview one significant (non-school) community leader to discern his/her
10
10-30
10
20
20-30
20-30
20-30
10
10
30
10
10
5
20
q.
r.
attitude/concerns about the school. Identify recommendations this leader would have.
Reflect on those recommendations. (This may be done more than once) ELCC Standard
4.1-4.3, 5.1-5.3
Participate in one non-school community event/activity. The activity must be substantive
and require at least 3 hours of contact time, and must require interaction with others in the
community (to distinguish from observing a community event). Include a summary and
reaction in your portfolio, being sure to focus on how such participation could enhance
school-community relations. ELCC Standard 4.1-4.3
Visit and observe in one or more of your local competitor private schools. Critically
evaluate what you observe. If a parent asked you if that school would be a better school
for their child that your school, how would you answer honestly and objectively? ELCC
Standard 4.1-4.3
3-10
10
Additional: See Instructor for approval

a-d have the potential to align with any/all of the ELCC standards. The
reporting and evaluation process will identify specifics.
a. Act in the capacity of the administrator for an after school program for an extended period of
time. Address all student, faculty, instructional, curricular, management and budget issues.
Assume 3 hours per day ELCC Standards 1-6
b. Chair a school wide committee related to this standard. Submit a summary and a reflection.
b. Act in the capacity of the school administrator on an "as needed" basis. Address and reflect
on all student, faculty, parent and crisis issues. Assume 8 hours/day. Submit an end-of-theyear summary of the most important things you learned, both about the job and about you.
ELCC Standards 1-6
3x number
of days
c. Act in the capacity of a summer school administrator for an extended period of time.
Address and reflect on all staff (hiring), student, parent, and program and accountability issues.
Assume 10 hours per day, unless it is a half-day program, in which case assume 5 hours per
day. Submit an end-of-the-year summary of the most important things you learned, both about
the job and about you. ELCC Standards 1-6
d. Act in the capacity of the school administrator for an extended period of time. This might be
as an intern, a principal in training, or other similar title. In your journal, address and
reflect on all student, faculty, parent and crisis issues. Assume 9 hours/day. Submit an end-ofthe-year summary of the most important things you learned, both about the job and about you.
ELCC Standards 1-6
OTHER: See instructor for pre-approval
10 (5)x
number of
days
8x number
of days
10x number
of days

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UTC Field Experience Requirements: Revised 7-14

SCHOOL LEADERSHIP PROGRAM

UTC Field Experience Requirements: Revised 7-14

Builds capacity of educators to provide all students access to a rigorous curriculum,

UTC Field Experience Requirements: Revised 7-14

UTC Field Experience Requirements: Revised 7-14

Standard B: Culture for Teaching and Learning

UTC Field Experience Requirements: Revised 7-14

This may be done more than once.

UTC Field Experience Requirements: Revised 7-14

If you implement your recommendations, submit an evaluation of the new procedures.

UTC Field Experience Requirements: Revised 7-14

Required: a or b: Participate in or lead in the SIP component that analyzes student

UTC Field Experience Requirements: Revised 7-14

Standard C: Professional Learning and Growth

Implements and monitors a rigorous, consistent evaluation system using an approved

summary and a reflection. ELCC Standard 2.4, 2.2, 2.3

5.1, 6.1, 6.2

Standard D: Resource Management

Develop an executive summary of critical information, resources, and

Additional: See Instructor for approval

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