Field Experience Proposal: The student must complete the proposal using the required template and submit this template by the deadline set by the instructor. The student cannot begin the project’s activities until the proposal is approved. The student and mentoring administrator will review the project requirements and the mentor will assess the proposal using the field experience project proposal rubric. The student will submit the proposal and the completed rubric to the course instructor. The course instructor will then assess the proposal using the same rubric.

Field Experience Proposal: 

The student must complete the proposal using the required template and submit this template by the deadline set by the instructor. The student cannot begin the project’s activities until the proposal is approved.

The student and mentoring administrator will review the project requirements and the mentor will assess the proposal using the field experience project proposal rubric. The student will submit the proposal and the completed rubric to the course instructor. The course instructor will then assess the proposal using the same rubric.

Project Proposal Requirements

1. The student must have the proposal completed using the required template and evaluated by the deadline set by the instructor, typically before or by the third week of the semester. The student cannot begin the project’s activities until the proposal is approved.  

The student and mentor will review the project proposal and the mentor will evaluate the proposal using the field experience project proposal rubric. The student will submit the proposal and the rubric to the course instructor. The course instructor will then evaluate the proposal. 

Project Title: 

Description of Project (1-2 concise paragraphs): 

Description of how the project will strive to improve student achievement based on the needs of the school   (1-2 concise paragraphs):  

Project Matrix: (You can create your own or use the template below.)  

Project’s Goals   Determine 2-3 goals that support the attainment of the project.	Alignment to PDE Core (C) & Corollary (CL) Standards See syllabus & use letter-number coding	Key Tasks    Identify the main tasks to be completed related to each goal—similar to a “to do” list. There can be more than one task per goal.	Evidence   See Field Experience Project Requirements E1-5. Select one category and determine the specific evidence that you will likely turn in to document achievement of the project’s goals—some evidence may address all the goals so just enter it one time. Some examples of evidence: meeting agendas and minutes, presentations, curriculum documents, handbooks, data analysis and evaluations (with all identifying information removed), planning documents, etc. The log is one piece of evidence that can be noted below.

Student Learning Objectives and Evidence of Student Learning
The students will:	Alignment to:	Evidence of Learning
Goals and Outcomes	PDE Standards
1.  Examine the transformation of pedagogy and supervision/evaluation practices supported by the use of digital tools.	GSG 1, 2 SLO 1, 4	C1B, C, D CL3A, B, C	o Tech Tool Demonstrations o Field Project/Community Engagement o Discussion Board – Envisioning 21st Century Schools
2.  Understand the role of the principal as the lead learner in the organization, one who models and supports the integration of technology.	GSG 1, 3, 4 SLO 1, 4, 5	CL1A, B, C CL6A, B, C CL4A, B, C	o Tech Tool Demonstrations o Tech Integration Project o Field Project/Community Engagement
3.  Demonstrate how to harness the power of social media and digital technologies to support and celebrate diversity and to improve communications both within and beyond the school communities to both communicate with the school community and support reflective practice.	GSG 1, 2, 3, 4 SLO 1, 3, 4	C1C, D CL4A, C CL5A, C	o Field Project/Community Engagement  o Tech Tool Demonstrations o Technology Integration Project o Discussion Board – Ethical Dilemmas o Online Class Activity – Digital Citizenship
4. Develop an ability to gather or identify data and use it to improve student achievement and effect positive change in the school culture.	GSG 1, 2 SLO 1, 2	C2B, C C3A, B CL1A, B, C CL3A, B	o Field Project/Community Engagement  o Technology Integration Project o Online Class Activity – Integrating Technology
5.  Study the development and implementation of policies, procedures, and professional development that support digital age learning and leadership.	GSG 1, 3 SLO 1, 5	C1B, C CL1A, B, C CL2A, B	o Technology Integration Project o Online Class Activity – Evaluate a Technology Plan o Discussion Board – Sustainable Change

example

Project’s Goals   Determine 2-3 goals that support the attainment of the project.	Alignment to PDE Core (C) & Corollary (CL) Standards (SP) Competencies   See syllabus & use letter-number coding	Key Tasks    Identify the main tasks to be completed related to each goal—similar to a “to do” list. There can be more than one task per goal.	Evidence   See Field Experience Project Requirements E1-5. Select onecategory and determine the specific evidence that you will likely turn in to document achievement of the project’s goals—some evidence may address all the goals, so just enter it one time. Some examples of evidence: meeting agendas and minutes, presentations, curriculum documents, handbooks, data analysis, and evaluations (with all identifying information removed), planning documents, etc. The log is one piece of evidence that can be noted below.
Teachers can meet the Objectives for the curriculum.	GSG 1, 2 SLO 1, 2	The students understand the objectives and can execute the objectives.   The teacher was able to meet the objectives	Administrators will go over lesson plans with the teacher.   Administrators will do observation and feedback.
All students are able to understand instruction. the teacher is teaching from the unit outline.	GSG 1, 2 SLO 1, 2  GSG 1, 2 SLO 1, 2, 4	There enough material for the teacher to teach the unit.    Do the teacher understand the materials, and can he or she use all the materials.   Instructional rigor and relevance