EDAD 5389.003: Administrative Internship / Fall 2009
Instructor Information:
Instructor: / Adrienne e. Hyle / Phone: / (817) 272-0149Office: / 105B Trimble Hall / Fax: / (817) 272-2530
E-Mail: / / Mailbox: / 19575
Office Hrs: / By appointment
Course Information:
Course Title: / Administrative InternshipCourse Number: / EDAD 5389
Semester: / Fall, 2009
Course Location and Time: / Selected Saturdays, 10:00 – 12:30, 110 Trimble
Class meeting dates—August 29 and November 28/December 5 from 10 to 12:30pm, 110 Trimble Hall.
Test Preparation dates—November 14 Practice Test, 9:00 am to 2:00 pm, and November 21 Review Test results, 9:00 to noon (if not done earlier), room TBA.
The test will be administered by Dr. Harold Smith. All candidates must go on-line to the College of Education and Health Professions web page, www.uta.edu/coed, click on TExES Exam link and then click on Practice Test Dates Register link. A $10.00 administrative fee will be posted to the students’ MyMav account. Candidates register for the date of August 31, 2010.
Catalog Description
Designed to provide prospective educational administrators job related experiences under supervision in an appropriate educational setting. An approved professional study is designed in relationship to the intern’s interest and past experiences.Course Prerequisites:
Candidates should enroll for Administrative Internship during the first 15 hours of their program. An application form is necessary to secure approval by a mentor. Link to the appropriate form at www.uta.edu/coed/educleadership/forms/internship-forms.php.Textbook(s) and Materials:
Although no textbooks or readings are required, you might be interested in the following:Brown, G. & Irby, B. (2001) The principal portfolio. Thousand Oaks, CA: Corwin Press
Blankstein, A. M. & Fullan, M. (Eds.) (2004). Failure is not an option: Six principles that guide student achievement in high-performing schools. Thousand Oaks, CA: SAGE Publications.
Daresh, J. C. (Ed.). (2004). Beginning the assistant principalship: A practical guide for new school administrators. Thousand Oaks, CA: SAGE Publications.
DuFour, R., Eaker, R. & DuFour, R. (Eds.). (2005). On common ground: The power of professional learning communities. Solution Tree.
Fullan, M. (2007). What’s worth fighting for in the principalship. New York: Teachers College Press.
Marzano, R. J., Waters, T. & McNulty, B. A. (2005). School leadership that works: From research to results. ASCD.
Schmieder, J. J. & Cairns, D. (1996). Ten skills of highly effective principals. Rowman & Littlefield Publishers, Inc.
Sigford, J. L. (2005). Who said school administration would be fun? Thousand Oaks, CA: Corwin Press.
Wilmore, E. (2003). Passing the principal TExES exam: Keys to certification and school leadership. Thousand Oaks, CA: SAGE Publications.
Whitaker, R. (2002). What great principals do differently: Fifteen things that matter most. Eye on Education.
For more information about the TExES exam, visit the SBEC/TEA site: http://texes.ets.org/prepMaterials/ Select 068
The following forms are required for EDAD 5389. They can be located at
http://www.uta.edu/coed/educleadership/forms/internship-forms.php
Administrative Internship EDAD 5389 Application Form 1
Intern Log Sheet Form 15
Pre-Project Summary Form 35
Post-Project Summary Form 40
University Mission:
The mission of The University of Texas at Arlington is to pursue knowledge, truth and excellence in a student-centered academic community characterized by shared values, unity of purpose, diversity of opinion, mutual respect and social responsibility. The University is committed to lifelong learning through its academic and continuing education programs, to discovering new knowledge through research and to enhancing its position as a comprehensive educational institution with bachelor’s, master’s, doctoral and non-degree continuing education programs.College of Education and Health Professions Mission, Core Values and Professional Dispositions:
Mission: to promote a collaborative culture of excellence in research, teaching, and service. The college is committed to fostering critical, creative thinkers prepared to engage meaningfully in a dynamic society.
The Educator and Administrator Preparation units’ collaboratively developed shared vision is based on these Core Values, dispositions and commitments to:
• Excellence • Diversity
• Learner-centered environment • Technology
• Research-based • Field Experiences
• Collaboration • Life-long Learning
Each candidate in the Educator and administrator Unit of the College of Education and Health Professions at UT-Arlington will be evaluated on Professional Dispositions by faculty and staff. These dispositions have been identified as essential for a highly-qualified educator. Instructors and program directors will work with candidates rated as “unacceptable” in one or more stated criteria. The candidate will have an opportunity to develop a plan to remediate any deficiencies.
Demonstrates excellence
• Meets stated expectations of student performance.
• Keeps timelines. Arrives on time for class and other activities.
• Produces significant artifacts of practitioner evidence.
• Possesses a willingness to set goals.
• Attends all classes/trainings and practicum experiences.
• Completes activities as assigned.
• Has appropriate personal appearance and/or hygiene for professional setting.
Participates in a learner centered environment and shows respect for self and others
• Uses appropriate and professional language and conduct.
• Supports a "high quality” learning environment.
• Shows respect and consideration for the thoughts and feelings of others.
Research-based pedagogy
• Has an awareness of and willingness to accept research-based concepts.
• Identifies important trends in education.
• Demonstrates interests in learning new ideas and strategies.
• Relates class discussions and issues to current events in education.
Participates in on-going collaboration with peers and professionals
• Demonstrates kindness, fairness, patience, dignity and respect in working with peers, staff and instructors.
• Works effectively with others.
• Assists others in the university classroom or practicum setting.
• Demonstrates an openness to assistance from others.
• Receives feedback in a positive manner and makes necessary adjustment.
Exhibits stewardship of diversity
• Shows appropriate stewardship and tolerance to diverse people, environments, and situations.
Advocates use of technology
• Uses and applies existing technologies sufficiently in work.
• Shows a willingness to use and apply emerging technologies in work.
Shows interest in the learner and the learning-process
• Demonstrates significant learning improvement over time.
• Shows interest in the learning process and demonstrates the necessary amount of time, energy, and enthusiasm for becoming better learners, teachers, and practitioners.
National Standards:
ELCC standards / National Policy board for Educational Administration (NPBEA)Educational Leadership Constituent Council Standards
Standard 1: Creating the Vision of a Collaborative Learning Community. / Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by facilitating the development, articulation, implementation, and stewardship of a school or district vision of learning supported by the school community1. Develop a vision
2. Articulate a vision
3. Implement a vision
4. Steward of a vision
5. Promote community involvement in the vision
.
Standard 2: Creating a Culture That Values Enhanced Performance / Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by promoting a positive school culture, providing an effective instructional program, applying best practice to student learning, and designing comprehensive professional growth plans for staff.
1. Promote positive school culture
2. Provide effective instructional program
3. Apply best practice to student learning
4. Design comprehensive professional growth plans
Standard 3: Facilitating the Organization and Operation of Learning Community Resources / Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by managing the organization, operations, and resources in a way that promotes a safe, efficient, and effective learning environment.
1. Manage the organization
2. Manage operations
3. Manage resources
Standard 4: The Strength of Collaborative Partnerships / Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by collaborating with families and other community members, responding to diverse community interests and needs, and mobilizing community resources.
1. Collaborate with families and other community members
2. Respond to community interest and needs
3. Mobilize community resources
Standard 5: The Moral Dilemma / 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
Standard 6: The Politics of Administrative Leadership / 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
Standard 7: Internship / The internship provides significant opportunities for candidates to synthesize and apply the knowledge and practice and develop the skills identified in Standards 1 – 6 through substantial, sustained, standards-based work in real settings, planned and guided cooperatively by the institution and school district personnel for graduate credit.
1. Substantial
2. Sustained
3. Standards-based
4. Real setting
5. Planned and guided cooperatively
6. Graduate credit
State Principal Domains and Competencies:
Domain I / School Community Leadership (includes students, staff, parents/caregivers, and community members)Competency 1. / 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 2. / 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 3. / The principal knows how to act with integrity, fairness, and in an ethical and legal manner
Domain II / Instructional Leadership
Competency 4. / 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 5. / The principal knows how to advocate, nurture, and sustain an instructional program and a campus culture that are conductive to student learning and staff professional growth
Competency 6. / The principal knows how to implement a staff evaluation and development to improve the performance of all staff members, select and implement appropriate models for supervision and staff development, and apply the legal requirements for personnel management
Competency 7. / The principal knows how to apply organization, decision-making, and problem-solving skills to ensure an effective learning environment
Domain III / Administrative Leadership
Competency 8. / 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 9. / 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
Learning Outcomes:
Course objectives: Through this course, students will:1. successfully complete a field-based administrative experience in accordance with the requirements and regulations of the Texas Education Agency,
2. experience a wide range of relevant administrative activities,
3. work directly under a campus-based certified administrator in consolation with the university supervisor,
4. participate in on-going professional self-assessment and reflection,
5. develop a portfolio of job related experiences related to the Texas Domains and Competencies for the Principal Certificate which showcase your administrative knowledge and skills, and
6. achieve an 80% or better on the TExES Principal Practice Test.
Tentative Class Schedule:
Class 1 - August 29
· Review syllabus,
· Discuss mutual expectations,
· Discuss forms and materials, and
· Present the TExES Competencies and the NCATE Standards.
Class 2 - November 28/December 5
· Review the semester,
· Discuss strengths and weaknesses of the internship semester.
· Turn in final activity log,
· Complete the course evaluation
Assignments:
Campus ProjectOne campus project will be undertaken. This project should allow the intern to experience a leadership role under the direction of the cooperating administrator in an area or areas such as planning and/or conducting staff development, strategic campus planning, and program evaluation. Include the purpose of the project, significance of the project, and plans for formative and summative evaluation of the project in the description of the projects.
Form 35 should be used to document your project plan. It should be submitted as soon as possible, definitely before October 3. Form 40 should be used to document your activities associated with the project at the end of the semester. It is due December 4.
I can visit your campus early in the semester if you think it helpful. The purpose of the visit would be to get to know your context, your mentor and your project.
Observation/Application/Product Log
The candidate will complete 250 clock hours of administrative observation/application on the campus and district level. These activities may include involvement with Special Education and other special population specialists, attend and/or playing a role in Special Education ARD and other meetings important to special populations, general faculty meetings, team and/or committee meetings, student discipline meetings and hearings, campus and central office administrative meetings, and school board meetings. Interns should also document experiences encountered while fulfilling duties assigned by the cooperating administrator. Form 15 is provided.
As part of this assignment it would be in your best interest to collect electronically portfolio products (PP). These documents would reflect your efforts and activities during this internship semester. For example, should you have the opportunity to review and revise anything, collect electronically the original and your revision as PP. These could be provided to prospective employers on a CD as evidence of your skills and accomplishments. Organize these documents or Portfolio Collection according to the Texas Domains and Competencies for Principal Certification. The Portfolio Collection will be used to develop your Portfolio Notebook in EDAD 5399.
Add to Form 15 a PP column to help you keep track of components for your Portfolio Collection. This form is due December 4.
Principal TExES Practice Test
Take the Principal TExES Practice Test during the semester. You must score 80% or above to receive permission to take the TExES. The practice test may be taken more than one time. Go to www.uta.edu/coed/educleadership for more information about the principal certification program regarding such matters as TExES exams and practice tests, probationary principal certificates, etc.
Reflective Journal
Journal of information, problems, reflections, and/or personal opinions encountered during the internship. Journal entries should be recorded at least weekly or when significant events occur. This is not submitted to your instructor.
A list of five (5) Pearls of Wisdom distilled from review of your reflections throughout the internship. This list should be forwarded to me no later than December 15. They will be compiled and distributed at the final class session.
Submit all forms and assignments by email attachment please.
Assignment/Activity / Due
Application with signature – Form 1 / No later than September 4
Campus Level Pre-Project – Form 30 / ASAP, no later than October 3
Pearls of Wisdom / December 15
Time Log with Portfolio Collection – Form 15 / Last Class
Campus Level Post-Project – Form 35 / Last Class
Grade Calculation: