Summary of Learning 2017

Advisors Use Only
Advisors Signature of Date

Acceptance
Build a Resume of Expertise That Empowers You to

Become a Leader of Educational Leaders Only At
The U!
K-12 Principal
Preassessment Steps and Template & Plan of Action
I. Complete the following information.
Date: 4/28/17 Circle one: Dr. Mrs. Ms. Mr.
Name: Norma Alejandro- Mattson
License(s) held: K- 8 Regular Ed 6-8 Social Studies and K-8 Bilingual/Bicultural
Years of teaching in your licensure area: 15 years
Grade levels: K-3
Current position and location: Literacy Specialist Richard Green Central Park
Desired semester and year to complete your licensure program: June 2017
Have you completed a masters degree? Yes____ No__X__
If yes, number of semester credits: ________ College/University:
___________________________
Have you completed a degree beyond the masters degree? Yes____ No_X___
If yes, degree earned: _________________________ Area of Study:
_________________________
Number of semester credits: _____ College/University:
___________________________________
If you do not have a degree beyond your bachelors degree, do you have any credits completed
after your first bachelors degree? If yes, how many? ___45 Name of college(s)/university(s)
from which you completed those credits: St. Thomas University and Hamline University
II. Select the licenses, degrees, and certificates you wish to

complete.
Place a check next to all that apply.
Licenses Certificates Degrees

____ Director of Community Ed ____ PK-12 Administration __X__ MEd
____ Director of Special Ed. ____ Professional Development ____ EdS
__X__ K-12 Principal ____ Program Evaluation ____ EdD (Work with your
____ Adding K-12 to previous ____ Disability Policy and Services degree advisors to
principal license identify courses
____ School Superintendent required in addition to
those that will apply from
the licensure program.)
____ PhD (Work with your
degree advisor to identify
the courses required for the
Ph.D.)
The Preassessment
The preassessment is not only required for the licensure program at the University of Minnesota
but it is also a requirement in Minnesota rule for the licensing of educational administrators. It is
therefore a very important beginning step in the learners preparation process.
The contents of the preassessment will be used as the foundation other important steps in your
preparation. Some of them are:
The creation of your resume and, more importantly, you vita. These are requirements in
EdPA 5386 Portfolio Seminar and, of course, will be essential tools when you begin to
apply for a position after you are licensed.
The components of the preassessment will be used as organizers and summary pages for
your electronic portfolio. When used for that step the title is change to Summary of
Evidence by Competency and the Plan of Action title is then omitted. By the time you
present your e-folio all items in the Plan will have been moved up to another category.
Building confidence in your abilities. Most find the individual product of the
preassessment to be tremendously reaffirming and motivating as the learner steps back,
usually for the first time, and takes a comprehensive assessment of the personal and
professional substance he or she had developed thus far in his or her life and career. Take
time to savor that realization.
Sources:
There are multiple sources to gather this information. Some include:
Transcripts
Syllabi
Your current and past planning calendars (these are good items to keep from year to
year as they form a sort of personal/professional diary).
CEU documentation. If you do not have copies then your district office may.
If you are not a saver perhaps a team member keeps some of these documents and
will allow you access to help you remember specific items.
Your school and district calendars.
Records from your school and district professional development teams.
Tax records (you may have a record of your professional expenses).
Template: The following template is designed to assist you in this process. You may cut and
past the template as you complete your work.
Steps:
1. Print legibly or type your name, semester and year in the boxes provided.
2. Create a footer that includes your name and page numbers.
3. Create a master list of all the courses you have taken that have addressed any of the
required competencies in any way. You may go as far back as your bachelors degree if
you desire.
4. List all of the workshops/conferences that you have attended that do not show up on an
official transcript.
5. List either specific titles or bodies of literature that you have studied. They could have
been assigned readings from coursework or literature that you have chosen to read due to
personal interest. Listing the title of bodies of literature is appropriate when you have
done an extensive study in a particular topic such as for a doctoral dissertation. If your
topic was data driven decision making you may simply note that you did doctoral
research on that topic. In cases like this it is understood that you have read perhaps a
hundred sources on that topic. Other times a particular title could have been so important
to your development and interests that you list it separately.
6. List all the experiences that you have had that have increased your understanding of
administration or allowed you to directly practice administrative skills. Be specific
enough so that the reader can determine the depth of your skills. For example, if you
have served as a member of the Leadership Team it is not enough to simply state that
membership because each school/district may use its leadership team in different ways
with various degrees of authority. If your role was advisory to the development of the
budget state that. However, if your team has the authority to make final decisions on the
budget then that role carries with it a vastly different level of responsibility and authority
and should be identified as such.
Plan of Action
1. Course selection
Use the attached matrix to map your educational program at the University of Minnesota.
A minimum of 60 credits beyond the bachelors degree, including a masters degree, are
required for the School Superintendent, K-12 Principal, and Director of Special
Education licenses. A minimum of 20 credits are required for the Director of Community
Education license. A Certificate in PK-12 Administration with licensure requires a
minimum of 21-22 credits. Depending on the number of credits and whether or not a
masters degree has already been completed upon acceptance into the program, the
learner can earn many certificates, licenses and degrees simultaneously. See the example
on the matrix to identify which courses are required for specific options. Note that many
of the courses can be used for more than one option.
2. Non-credit learning opportunities

In addition to identifying the courses and terms for completion list the workshops,
seminars, Layered Learning Modules, and other non-credited educational opportunities
that you will participate in to develop your knowledge, skills and dispositions in each
competency:
3. Literature
List the readings that you plan to complete outside of required readings for each course:
4. Field Experiences
You will complete authentic field projects throughout your licensure program. Read each
of the projects included in the Letter of Commitment for the license(s) you have selected.
The Letter of Commitment will be provided to you in EdPA 5385 Licensure Seminar.
Code each project by the degree of knowledge and skills you already possess for each
project:
1Indicates little or no knowledge or skills in this topic.
2Indicates some knowledge or skills in this topic but could use a mentor
to help you fully understand how to do this skill set.
3Indicates full understanding of this projects skill set you could teach
it!
All projects coded either one or two must be listed below as part of your Plan of
Action.
List each by license, number, and title of project.
License: _____________________________________
Number Title of Project
What will you seek to learn from your mentor when completing this project? (Two or three sentences of
clarification for yourself and your mentors.)
If you are able to show evidence that you are at least at entry level for a particular
competency then state that for the competency but add what you will be doing to
deepen your understanding of the particular competency area as a life-long
learner.
NOTE: To add more rows to each section, click on the row below or above which you wish to
insert another row. Then go to the Table pull down menu, click on Insert, and select either Rows
Above or Rows Below.
Preassessment Template
I. Leadership
A. provide purpose and direction for individuals and groups;
B. shape school culture and values;
C. facilitate the development of a shared vision for the school;
D. formulate goals and plan change efforts with staff by setting priorities in the
context of community and district priorities and student and staff needs.
I. Courses on transcripts A B C D E F G
OLPD 5321 Principal as Leader of High Performing X X X X
Schools
OLPD 5374 Leadership for Professional Learning X X X X
II. Workshops/Seminars/Conferences
Instructional Leadership Team Summers Institutes X X X X
La Cosecha 2014 Bilingual/Immersion Conference - New X X X X
Mexico
Biliteracy from the Start workshop
III. Readings/Personal Study
Transforming School Culture by Anthony Muhammad X X
The Power of Protocols by Joseph P. McDonald X X X X
Leverage Leadership by Paul Bambrick-Santoyo X X X X
Shaping School Culture by Deal and Peterson X X
School Culture Rewired by Steve Gruenert and Todd X
Whitaker
Leading for Equity: The Pursuit of Excellence in X X
Montgomery County Public Schools by Davyd Thomas,
Denis P Doyle, and Stacey Childress
IV. Experiences X X X X
Learning Labs Professional Development for staff X X X X
Bilingual PD for teachers X X X X
Instructional Leadership Team Member X X X X
PDPLC school coordinator X X X X
II. Information Collection

A. gather data a facts from a variety of sources about families, students, parents,
staff members, administrators and community members;
B. seek knowledge about policies, rules, laws, precedents or practices;
C. manage data flow
D. classify and organize information for use in decision making and monitoring
information.
OLPD 5321 Principal as Leader of High Performing X X X
Schools
OLPD 5374 - Leadership for Professional Learning X X X X
OLPD 5344 School Law X
OLPD 5348 Human Resources Leadership X X X X
OLPD 5396 Field Experience HS (Student engagement) X X X
OLPD 5396 Filed Experience MS (Academic Feedback) X X X

Leverage Leadership by Paul Bambrick-Santoyo X X X
Student Surveys
Teacher surveys X X X X
Data Analysis Team Lead for Kindergarten X X X
PDPLC school coordinator X X X
Family and Staff Budget Surveys X X X
Family engagement Team Lead X X X X
Interim assessments data analysis X X X X
Spanish FAST data analysis
III. Problem Analysis

A. identify the elements of a problem situation by analyzing relevant
information, frame issues, and identify possible causes;
B. seek additional needed information and frame and reframe possible solutions;
C. demonstrate conceptual flexibility;
D. assist others in forming opinions about problems and issues.
Schools
Coaching Seminar X X X X
Fierce Conversation workshop X X X X
Art of Coaching by Elena Aguilar X X X X
Leading for Equity: The Pursuit of Excellence in X X
Montgomery County Public Schools by Davyd Thomas,
Denis P Doyle, and Stacey Childress
The Art of Coaching Teams by Elena Aguilar X X X X
IV. Experiences
Leading fierce conversations with grade level teams X X X X
PDPLC coordinator X X X X
IV. Judgment
A. reach logical conclusions by making quality, timely decisions based on the
available information;
B. demonstrate adaptability;
C. give priority to significant issues.
Schools
OLPD 5348 Human Resources Leadership X X
Instructional Leadership Team Institute X X X
IV. Experiences
Instructional Leadership Team member X X X
Helping creating a plan for Positive School Wide X X X
Engagement 2017-18
S.M.A.R.T room creation for Pre K and K X X X
V. Organizational Oversight
A. plan and schedule work so that resources are used appropriately and
goals are met;
B. schedule the flow of activities;
C. establish procedures to regulate activities;
D. monitor projects to meet deadlines.
OLPD 5324 School Finance X
OLPD 5388 Leadership for Master(ful) Scheduling X X X X
Transformational Leadership workshop X X X X

The principal by Michael Fullan X X
Leverage Leadership by Paul Bambrick-Santoyo X
Assistant Educator Supervisor (schedules) X X X

K-2 creating schedules with teachers (team schedules) X X X X
PDPLC school coordinator X X X X
Develop Reading Specialist schedule X X X
VI. Implementation Skills
A. put programs into action;
B. facilitate the coordination and collaboration of tasks;
C. establish project checkpoints and monitor progress;
D. provide corrections when actual outcomes start to diverge from intended
outcomes or when new conditions require adaptation.
Schools
OLPD 5374 - Leadership for Professional Learning X X X X
II. Workshops/Seminars/Conferences X X X X
Canciones y Cuentos workshop X X X X

Reading Horizons workshop X X X X
Guided Language Acquisition Design (GLAD) seminar X X X X
International Baccalaureate IB training conference X X X X
Responsive Classroom I and II workshop X X X X
Biliteracy from the start seminar X X X X
La Cosecha 2014 Bilingual/Immersion Conference - New
Mexico
The Power of Protocols by Joseph P. McDonald X X X X
IV. Experiences
Bilingual and Literacy Coach X X X X
S.M.A.R.T room creation for Pre K and K X X X X
VII. Delegation of Authority

A. assign projects, tasks, and responsibilities with delegated authority to
accomplish them in a timely and acceptable manner;
B. utilize subordinates effectively;
C. follow up on delegated activities.
Reading Corps training X X X
APA Summer Seminar X X X
IV. Experiences
Associate Educator supervisor X X X
Reading Corp Internal Coach X X X
PDPLC coordinator X X X
Instructional Leadership Team Member X X
Family engagement Team Lead (Family night activities) X X X
VIII. Instruction and Learning Environment
A. create a school culture for learning
B. envision and enable instructional and auxiliary programs for the improvement
of teaching and learning;
C. recognize the developmental needs of elementary, secondary and middle level
students in order to design positive learning experiences;
D. accommodate differences in cognition and achievement;
E. mobilize the participation of appropriate people to develop programs and to
establish a positive learning environment.
OLPD 5321 Principal as Leader of High Performing X X X X X
Schools
OLPD 5374 - Leadership for Professional Learning X X X X X
OLPD 5387 Leadership fro Teaching and Learning X X X X X
MPS Racial Equity Institute X X X X X
MPS Instructional Leadership Team Institute X X X X X
Shaping School Culture by Deal and Peterson X X X
Lets talk about race X X
White privilege by Paula Rothenberg X X
School Culture Rewired by Steve Gruenert and Todd X X
Whitaker
Yardsticks by Chip Wood X X X
IV. Experiences X X X X X
Volunteer teacher Guatemala Long Way Program
La Escuelita ALC Tutoring students X X X X X
Weekly grade level planning meetings X X X X X
IX. Curriculum Design
A. understand major curriculum and design models and interpret school district
curricula;
B. initiate needs analysis and plan and implement with staff a framework for
instruction;
C. align curriculum and outcomes;
D. monitor social and technological developments as these developments affect
curriculum, including youth service programs;
E. solicit input from families, parents, the public, and the business community;
F. adjust curriculum content as needed and conditions change.
OLPD 5321 Principal as Leader of High Performing X X X X X X
Schools
OLPD 5387 Leadership fro Teaching and Learning X X X X X X
OLPD 5388 Leadership for Master(ful) Scheduling X X X X
OLPD 5374 - Leadership for Professional Learning X X X X X X
II. Workshops/Seminars/Conferences X X X X X X
Focused Instruction workshop X X X X X X

Canciones y Cuentos workshop X X X X X
Reading Horizons workshop X X X X X
Guided Language Acquisition Design (GLAD) X X X X X
International Baccalaureate IB training X X X X X
IV. Experiences
Focused Instruction Curriculum Writing (K-2 Spanish) X X X X X
Developing Spanish Interims X X X X X
Curriculum and Program Evaluation and Selection for X X X X X X
Spanish curriculum
X. Student Guidance and Development

A. understand and accommodate students growth and development;
B. provide for students guidance and auxiliary services;
C. utilize community organizations in responding to family needs;
D. enlist the participation of people to design and conduct programs for
connecting school programs with plans for adult life;
E. plan for a comprehensive program of student activities
OLPD 5396 PK- 12 Administrative Internship X X X X X
Transformational Leadership X X X X X
Lets talk about race X X X
White privilege by Paula Rothenberg X X X
Yardsticks by Chip Wood X
IV. Experiences
Family Engagement committee X X X X
Family night activities at Green Central X X X X
Finding resources for families facing deportation X X X
XI. Staff Development

A. work with faculty and staff to identify professional needs and to plan, organize
and facilitate programs that improve faculty and staff effectiveness that are
consistent with institutional goals and needs;
B. supervise individuals and groups;
C. provide feedback on staff performance and arrange for remedial assistance;
D. engage faculty and others to plan and participate in recruitment and
development activities;
E. initiate self-development;
F. ensure the provision of training for all general education, special education,
and interagency staff, including administrative, professional, paraprofessional,
and support staff, on skills for collaboration, teaming, consulting, and conflict
resolution.
Schools
OLPD 5348 Human Resource Leadership X X X X X X
II. Workshops/Seminars/Conferences X X X X X X
MPS Professional Development training X X X X X X

La Cosecha 2014 Bilingual/Immersion Conference - New X X X X X X
Mexico
Guided Language Acquisition Design (GLAD) X X X X X X
MPS Summer Literacy and Math Institutes X X X X X
Krashens effective School Language Acquisition Seminar X X X X X X
IB International Baccalaureate Level I and II X X X X X X
Instructional Leadership Team Institute X X X X X
Racial Equity Institute X X X X X X
Intentional Interruptions by Steven Katz and Lisa Ain Dack X X X X X X
Professional Learning Communities at Work X X X X X X
Unlocking group potential to improve schools by X X X X X X
Garmston, R., & von Frank, V.A.
X X X X X X
Reflective practice to improve schools: An action guide for
educators by York-Barr, Sommers, Ghere, & Montie
IV. Experiences X X X X X X
PDPLC coordinator
Staff PD (Learning Labs, Formative Assessments, Data) X X X X X X
Instructional Leadership Team Member X X X X X
SOEI Observations and Evaluations X X X
XII. Measurement and Evaluation

A. determine what diagnostic information is needed about students, staff, and the
school environment;
B. examine the extent to which outcomes meet defined standards, goals or
priorities;
C. draw inferences for program revisions;
D. interpret measurements for evaluations;
E. relate programs to outcomes;
F. develop equivalent measurements of competence and design accountability
mechanisms.
OLPD 5387 Leadership fro Teaching and Learning X X X X X X
Schools
Instructional Leadership Team Institute X X X X X X
Transformational Leadership X X X X X X
Leverage Leadership Paul Bambrick Santoyo X X X X X X
IV. Experiences
Essential 5 survey X X X X X X
Student Data Analysis X X X X X X
Secondary Observer X X
Instructional Leadership Team Member X X X X X X
PDPLC coordinator X X X X X X
XIII. Resource Allocation

A. procure, apportion, monitor, account for, and evaluate fiscal and human
materials and time resources to reach outcomes that reflect the needs and
goals of the school;
B. plan and develop the budget process with appropriate staff.
OLPD 5348 Leaders of Human Resource Administration X
OLPD 5324 School Finance X X
MPS budget training and budget tie out with elementary X X
and middle school site
IV. Experiences
Budget Committee Member X X
Green Central Budget Process X X
XIV. Motivation
A. develop conditions that enhance the staffs willingness to focus on achieving
educational excellence;
B. plan and encourage participation;
C. facilitate teamwork and provide intellectual stimulation an support innovation;
D. recognize and reword effective performance;
E. provide feedback, coaching, guidance, and needed resources.
Schools
Coaching Seminar with Elena Aguilar X X X X X
Coaching Seminar at Green X X X X X
The Art of Coaching by Elena Aguilar X X X X X
The Art of Coaching Teams by Elena Aguilar X X X X X
Leverage Leadership Paul Bambrick Santoyo X X X
School Culture Rewired by Steve Gruenert and Todd X X X X X
Whitaker
Shaping School Culture by Deal and Peterson X X X X X
IV. Experiences X X X X X
Student Data Analysis X X X X X

Professional Development for teachers X X X X X
Weekly coaching sessions with teachers (K-1) X X X X X
Kindergarten Coach Lead X X X X X
Instructional Leadership Team Member X X X X X
XV. Sensitivity
A. understand the concerns of others;
B. deal tactfully with others;
C. work with others in stressful situations or in conflict;
D. manage conflict and obtain feedback;
E. recognize multicultural differences;
F. advocate for family and child issues and work with families to develop parent
involvement in the education of children.
Schools
SOEI trainings X X X X X
Fierce Conversations Seminar X X X X
La Cosecha 2014 Bilingual/Immersion Conference - New X X
Mexico
White privilege by Paula Rothenberg X X X X
IV. Experiences
Parent/Teacher conferences X X X X X X
Conflict Resolution and Analysis Project X X X X X
Leading fierce conversations with grade level teams X X X X X
XVI. Oral and Nonverbal Communications

A. make presentations that are clear and easy to understand and clarify and
restate questions;
B. respond, review, and summarize information for groups;
C. utilize communication aids;
D. recognize cultural and gender-based norms;
E. adapt to audience and make educational issues clear to parents and the public.
Schools
OLPD 5348 Leaders of Human Resource Administration X X X X X
Language Acquisition Training X X
Instructional Leadership Team Institute X X X X X
Leverage Leadership Paul Bambrick Santoyo X X X
IV. Experiences
Teacher Professional Development (Learning Labs) X X X X X
Presenter at the REA Professional Development Program X X X X X
Ignite talk during APA Summer X X X X X
XVII. Written Expression

A. express ideas clearly in writing;
B. write appropriately for different audiences such a students, teachers, and
parents;
prepare memoranda, letters, reports, and other job-specific documents
ESL 5980 Linguistics for Language Teachers X X
ESL 7660 Second Language Acquisition X X
OLPD 5387 Leadership fro Teaching and Learning X X
OLPD 5374 - Leadership for Professional Learning X X
OLPD 5321 Principal as Leader of High Performing
Schools
APA Summer Seminar X X
IV. Experiences
Email communication to staff X X
Weekly learning walks feedback to teachers X X
PDPLC coordinator X X
Bilingual Literacy Coach X X
XVIII. Philosophical and Cultural Values

A. act with an understanding of the role of education in a democratic society in
accordance with accepted ethical standards;
B. recognize philosophical influences in education;
C. reflect and understanding of American culture including current social and
economic issues related to education.
Schools
OLPD 5387 Leadership fro Teaching and Learning X X X
OLPD 5374 - Leadership for Professional Learning X X X
OLPD 5396 PK 12 Administrative Internship X X X
Instructional Leadership Team Institute X X

Transforming School Culture X X X
Shaping School Culture X X X
The Principal by Michael Fullan X X X
IV. Experiences
Instructional Leadership Team X X X
Positive School Wide Engagement Team X X
XIX. Legal and Regulatory Applications

A. act in accordance with federal and state constitutional provisions, statutory
law, and regulatory applications governing education;
B. work within local rules, procedures, and directives;
C. recognize standards of care involving civil and criminal liability for
negligence, harassment, and intentional torts;
D. administer contracts and financial accounts;
E. understand state and federal laws governing:
1. special education;
2. alternative instructional designs;
3. curriculum and behavior modifications;
4. assessment accommodations;
5. parent involvement;
6. labor relations and collective bargaining.
OLPD 5344 School Law X X X X X
OLPD 5324 Strategic Financial Planning and Policy X X
OLPD 5391 Special Education Law for Leaders X X X X
IV. Experiences
IEP meetings X
Budget planning X
Positive School Wide Engagement Team X X X
XX. Policy and Political Influences
A. understand schools as political systems;
B. identify relationships between public policy and education;
C. recognize policy issues;
D. examine and affect policies individually and through professional and public
groups;
E. relate policy initiatives to the welfare of students and families;
F. address ethical issues.
Schools
Instructional Leadership Team Institute X X
Transformational Leadership X X X X
IV. Experiences
Instructional Leadership Team X X X X
Positive School Wide Engagement Team X X X X X
XXI. Media and Public Relations

A. develop perceptions about school issues;
B. interact with internal and external publics;
C. understand and respond to the new media;
D. initiate and report new through appropriate channels;
E. manage school reputations by promoting a positive image;
F. enlist public participation and support;
G. recognize and provide for various markets.
OLPD 5396 PK 12 Administrative Internship X X X
OLPD 5324 Strategic Financial Planning and Policy X X X X X
IV. Experiences
Instructional Leadership Team X X
Interview at Univision (Spanish TV station) X X X X X

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Advisors Use Only

Advisors Signature of Date

Build a Resume of Expertise That Empowers You to

I. Complete the following information.

Date: 4/28/17 Circle one: Dr. Mrs. Ms. Mr.

Name: Norma Alejandro- Mattson

License(s) held: K- 8 Regular Ed 6-8 Social Studies and K-8 Bilingual/Bicultural

Years of teaching in your licensure area: 15 years

Grade levels: K-3

Have you completed a masters degree? Yes____ No__X__

If yes, number of semester credits: ________ College/University:

If yes, degree earned: _________________________ Area of Study:

II. Select the licenses, degrees, and certificates you wish to

Licenses Certificates Degrees

2. Non-credit learning opportunities

Number Title of Project

II. Information Collection

III. Readings/Personal Study

III. Problem Analysis

III. Readings/Personal Study

III. Readings/Personal Study

Assistant Educator Supervisor (schedules) X X X

Canciones y Cuentos workshop X X X X

VII. Delegation of Authority

Focused Instruction workshop X X X X X X

X. Student Guidance and Development

XI. Staff Development

MPS Professional Development training X X X X X X

XII. Measurement and Evaluation

XIII. Resource Allocation

III. Readings/Personal Study

Student Data Analysis X X X X X

XVI. Oral and Nonverbal Communications

XVII. Written Expression

III. Readings/Personal Study

XVIII. Philosophical and Cultural Values

III. Readings/Personal Study

XIX. Legal and Regulatory Applications

III. Readings/Personal Study

XXI. Media and Public Relations

III. Readings/Personal Study

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Have you completed a masters degree? Yes NoX