TERM AND DATES: Fall 2009 August 17 – October 31
CATALOG COURSE DESCRIPTION: Supervised experience in an educational setting leading toward principal certification. This is capstone course for those individuals seeking state license. The state examination or an approved alternative examination are part of the course and the course stands in place of the comprehensive examination.
COURSE OUTLINE:
During this course, the student will utilize administrative concepts in the solution of problems in a school setting and in simulated situations within the university classroom. The student will work under the supervision of a certified school administrator. Specific tasks and assignments are an integral part of the internship. This is one of the courses designed to prepare students for the Principalship.
REQUIRED RESOURCE MATERIAL:
Wilmore, E.L.
(2003) Passing the Principal TExEs Exam: Keys to Certification and School
Leadership.
How the Internship Program Works
1. The internship is scheduled for the Fall Term and involves a minimum of 14 weeks of participation at the assigned site by the intern. The prospective intern notifies the University internship coordinator of intention to take the internship. This notification must take place at least 30 days prior to the beginning of the semester in which the student is enrolled in the internship.
2. The University coordinator/ advisor will check the student’s degree/certification plan to ascertain the student’s eligibility for the internship. To be eligible, the student should be completing the full certification program during the semester of the internship.
3. The University coordinator secures (a) the approval of the cooperating school district and (b) the consent of the administrator who will be supervising the intern. This administrator is normally the principal of the school to which the intern is assigned.
4. The intern will attend an orientation meeting at the University, as well as seminar sessions and other activities as scheduled.
5. Prior to the beginning of the semester of the internship, the intern and his/her supervising administrator will develop objectives which will provide the direction for the major responsibilities of the intern. These objectives should be categorized as routine, creative (or project), and personal development.
6. Within the initial weeks of the Fall Term, the University coordinator visits the intern’s school and reviews the intern’s objectives with the supervising administrator. The objectives provide the structure for the internship; the intern and supervising administrator seek to capitalize on these, as well as other learning opportunities that are relevant to the intern’s growth and development.
7. The intern will begin work on the objectives and make him/ herself available for administrative work whenever he/she is not meeting regular contract responsibilities. This includes before school, after school, and during conference periods. Work on objectives may be pursued outside school hours. This pattern of work continues throughout the term.
8. The University coordinator visits the intern and his/her supervising administrator a minimum of two times during the semester. The first visit is to review the objectives; the second visit is an exit conference in which the intern, the supervising administrator, and the University coordinator evaluate the intern’s performance and the quality of the internship experience.
9. During the semester the intern will attend a minimum of six internship seminars. The site(s) will be determined by the professor and/or the intern(s) responsible for joint planning of sessions.
10. The intern continues to be available for administrative tasks throughout the end of the school year.
Roles and Relationships
The University coordinator…
The
The supervising administrator…
The intern…
Course Goals Related to SBEC Domains and Competencies
Participants will plan experiences, secure information, and develop or refine skills that address the State Board for Educator Certification (SBEC) areas regarding the following administrator domains and competencies:
DOMAIN I-SCHOOL
COMMUNITY LEADERSHIP*
Competency 001: The principal knows how to shape
campus culture by facilitating the development, articulation, implementation,
and stewardship of a vision of learning that is shared and supported by the
school community.
Competency 002: The principal knows how to communicate
and collaborate with all members of the school community, respond to diverse
interests and needs, and mobilize resources to promote student success.
Competency 003: The principal knows how to act with
integrity, fairness, and in an ethical and legal manner.
DOMAIN
II-INSTRUCTIONAL LEADERSHIP
Competency 004: The principal knows how to
facilitate the design and implementation of curricula and strategic plans that
enhance teaching and learning; ensure alignment of curriculum, instruction,
resources, and assessment; and promote the use of varied assessments to measure
student performance.
Competency 005: The principal knows how to advocate,
nurture, and sustain an instructional program and a campus culture that are
conducive to student learning and staff professional growth.
Competency 006: The principal knows how to implement
a staff evaluation and development system to improve the performance of all
staff members, select and implement appropriate models for supervision.
Competency 007: The principal knows how to apply
organizational, decision-making, and problem-solving skills to ensure an
effective learning environment.
DOMAIN
III-ADMINISTRATIVE LEADERSHIP
Competency 008: The principal knows how to apply principles of effective leadership
and management in relation to campus budgeting, personnel, resource
utilization, financial management, and technology use.
Competency 009: The principal knows how to apply
principles of leadership and management to the campus physical plant and support
systems to ensure a safe and effective learning environment.
COURSE OUTCOME COMPETENCIES:
Each intern will…
o participate actively and cooperatively in a study group to prepare for the TExES examination.
o complete a minimum of 100 hours of active involvement (involving the administrative areas specified) as a part of their responsibility within the district/campus assigned; plan, conduct, and document these experiences in a written log.
o submit a binder containing items which document the intern’s activity, interaction, participation, thoughts, and efforts during the entire term. (Items within the binder will include the log notations, as well as artifacts (e.g., school improvement plan, campus schedule, job descriptions, interview summaries, etc.)
o facilitate planning and implementation of designated group seminar(s) emphasizing areas of study identified as a primary focus by the intern group as a whole.
o individually design and complete a “calling card” project or event that demonstrates the intern’s specialized knowledge, skill or expertise in a designated area.
WRITING STYLE:
Written work in this course is expected to follow the style as prescribed by the American Psychological Association (APA) (2002, 5th Ed.).
COURSE REQUIREMENTS:
Each student is expected to attend sessions and actively participate in and contribute to the activities of the course. The quality of the course will depend to a large degree on the extent of sharing, the relevance of contribution, and the active and thoughtful participation by the graduate students. Students will be expected to…
University
Grading System:
A 900-1000 Cr for Credit
B 800-899 NCR No Credit
C 700-799 I Incomplete*
D 600-699 W for withdrawal
F below 600 WP Withdrawal Passing
WF Withdrawal Failing X No grade given
A grade of “CR” indicates that credit in semester hours was granted but no grade or grade points were recorded.
*A grade of incomplete is changed if the work required is completed prior to the date indicated in the official University calendar of the next long term, unless the instructor designates an earlier date for completion. If the work is not completed by the appropriate date, the I is converted to the grade of F. An incomplete notation cannot remain on the student’s permanent record and must be replaced by the qualitative grade (A-F) by the date specified in the official University calendar of the next regular term.
It is University
policy that no otherwise qualified person with disabilities be excluded from
participation in, be denied the benefits of, or be subject to discrimination
under any educational program or activity in the University. Students should inform the instructor of
existing disabilities the first class meeting.
ATTENDANCE POLICY:
1. Campus Attendance Policy
The University expects students to make class attendance a priority. All absences must be explained to the instructor who will determine whether omitted work may be made up. When a student reaches the number of absences considered by the instructor to be excessive, the instructor will so advise the student and file an unsatisfactory progress report with the dean at the campus where the course is offered. Any student who misses 25% or more of the regularly scheduled class meetings may receive a grade of “F” in the course. Additional attendance policies for each course, as defined by the instructor in the course syllabus, are considered a part of the university’s attendance policy. A student may petition the Academic Council for exceptions to the above stated policies by filing a written request for an appeal to the provost/academic vice president.
ACADEMIC HONESTY:
Wayland students are expected to conduct themselves according to the highest standards of academic honesty. Academic misconduct for which a student is subject to penalty includes all forms of cheating, such as possession of examinations or examination materials, forgery, or plagiarism. Disciplinary action for academic misconduct is the responsibility of the faculty member assigned to the course. The faculty member is charged with assessing the gravity of any case of academic dishonesty and with giving sanctions to any student involved. The faculty member involved will file a record of the offense and the punishment imposed with the dean of the division, campus dean, and the provost/academic vice president. Any student who has been penalized for academic dishonesty has the right to appeal the judgment or the penalty assessed.
PLAGIARISM
“Plagiarism — The attempt to represent the work of another, as it may relate to written or oral works, computer-based work, mode of creative expression (i.e. music, media or the visual arts), as the product of one's own thought, whether the other's work is published or unpublished, or simply the work of a fellow student.
Source: http://www.spjc.cc.fl.us/webcentral/admit/honesty.htm#plag