EDAD 6033 – Educational Administration Internship - Superintendent

Summer 2013

Dr. John Brooks

817-832-8336

Matthews Hall, Room 218B

Office hours Tuesday and Thursday from 1:00 to 4:30 and by appointment

Description/Rationale

You should have two copies of the yellow booklet, Internship in Educational Administration. Give one copy to your cooperating administrator. The internship requires 200 hours of experience with the superintendent and central office personnel. It is your responsibility to complete all requirements by the assigned date. Failure to do so will be considered in your final grade. You may be required to drop the class if you fail to meet these requirements.

College of Education Conceptual Framework

Improving the quality of education in Texas schools is the goal of programs in Education at the University of North Texas. Programs leading to administration certification and advanced degrees 1)emphasize content, curricular, and pedagogical knowledge acquired through research and informed practice of the academic disciplines, 2) incorporate the Texas SuperintendentDomains and ten Competencies for certification, (see test framework for field 195: Superintendent) 3) feature collaboration across the university and with schools and other agencies in the design and delivery of programs, and 4) respond to the rapid demographic, social, and technological change in the United States and the world.

The educator as agent of engaged learning summarizes the conceptual framework for UNT’s basic and advanced programs. This phrase reflects the directed action that arises from simultaneous commitment to academic knowledge bases and to learner-centered practice. “Engaged learning” signifies the deep interaction with worthwhile and appropriate content that occurs for each student in the classrooms of caring and competent educators. “Engaged learning” features the on-going interchange between teacher and student about knowledge and between school and community about what is worth knowing. This conceptual framework recognizes the relationship between UNT and the larger community in promoting the commitment of a diverse citizenry to life-long learning. In our work of developing educators as agents of engaged learning, we value the contribution of professional development schools and other partners and seek collaborations, which advance active, meaningful, and continuous learning.

Experiences, performance assessments, level of proficiencies

You should have two copies of the booklet, Internship in Educational Administration. Give one copy to your cooperating administrator. It is your responsibility to complete all requirements by the assigned date. Failure to do so will be considered in your final grade.

Experiences, performance assessments, level of proficiencies

Experiences

1.May 30, 2013 - Attend the introductory meeting for the internship program.

2.June 1, 2013 – Complete the Daily Routine Form, the Information Form, and a map to your site and send immediately to your fieldwork supervisor. Coordinate dates with other interns and schedule a site visit.

3.By June 13 (or prior to my visit) – Complete the Plan of Action in a conference with your site administrator. This form should project your goals and objectives, programs, and products that will be your responsibility and the variety of activities you will participate in during the semester. You will use the list of competencies and the general information booklet to plan your activities for the semester. An agreement on the time, that will be made available to you to complete the internship program, should be included. Determine shadowing time to help you learn about duties and responsibilities important in administration. Action Plan. This document should include the following:

  • Your goals and objectives for the semester.
  • Specific administrative tasks for which you will be responsible and/or in which you will be involved. Have as broad an array of responsibilities as time will permit.
  • Products, programs, or other outputs that will be your primary responsibility.
  • Time that will be made available to you so that you are able to achieve the goals and objectives of your internship (This information should also be included on the daily routine form.).
  • This should be a written document and the first draft is due on the day I make my first campus visit (week of June 13 – Feb. 4).

4.June 1 or June 5– Schedule a meeting with your site supervisor and university supervisor to review the plan for your internship program. Coordinate these visits with other interns (superintendents).

You and your mentor should negotiate a few days for you to spend shadowing the superintendent, assisting in the office for an entire day’s experience, and accompanying him/her on their rounds.

Plan to attend and report on the following:

  • School Board meetings
  • District Administrative meetings
  • State or Regional Administrators’ Conference

5.Complete and send an executive summary report to your university supervisor describing your participation at the school site, an evaluation of the internship at this point, and a summary of your hours. The report will be due three times during the semester. The reports are due June 20, July11, and July 27.

6.Attend a seminar to share experiences and solve problems on June 28 or June 29. We will meet at 5:30 at Matthews Hall, Room 106. We will discuss developing a portfolio at this visit.

You should bring your summative report of your administrative interviews to this meeting. You will interview four superintendents other than your mentor.

7.Schedule a second site visit with the school cooperating administrator and the university supervisor before August 5.

The following materials will be prepared during the semester and turned in at a final meeting scheduled for August 7, 2012 at 5:30 in Matthews Hall Room 106.

8.You should maintain an activity log that lists the time you start and end your intern work each day. Tell the total time you spend in the intern activities for the day. Summarize your time by shadowing, project, or other activities. Provide a brief description of the activity and your responsibility.

Format for log:

DateTimeTimeTotal hoursShadowDescription

BeginEndProject

Other

9.At the end of the intern experience you should give your administrator the confidential evaluation form with an envelope addressed to me.

Dr. John Brooks

University of North Texas

Educational Administration

1155 Union Circle #310740

Denton, TX 76203-5017

10.Prepare a two-page, self-evaluation of the intern experience and evaluate your strengths and weaknesses as an administrator. Also discuss the utility, effectiveness, and overall impact of the tasks, projects, and activities involved in the intern experience.

11.Prepare a two-page description of your project and describe your involvement in this project.

The final report is due at our final meeting on Thursday, August 7, 2012. Your final report will be in the form of a project book and will include:

Table of contents

Plan of action

Goals and objectives

Daily routine form

Superintendent’s interviews (4)

Executive summaries

Log of activities

Project report

Internship evaluation

Attachments and exhibits

I will file this report. Do not put it in a binder or place any materials you expect to be returned in this final report. Make a copy of the material for your own records.

Performance Assessments

Table of contents

Introductory meeting - 5%

Plan of Action and goals and objectives - 5%

Executive Summaries - 5% each (15%)

Superintendent’s interviews- 5% each (20%)

Log of activities - 10%

Project Report - 10%

Internship Evaluation - 10%

Supervisor evaluation - 10%

Mid-semester meeting - 10%

Final meeting - 5%

Levels of Proficiencies

Achieve a score of 100-90%= A

89-75%= B

Below 75%= I, C, or F at discretion of instructor

Class Evaluation:The Student Evaluation of Teaching Effectiveness (SETE) is a requirement for all organized classes at UNT. This short survey will be made available to you at the end of the semester, providing you a chance to comment on how this class is taught. The feedback from students is very important to continuous improvement in teaching and the courses at UNT. Participation in the SETE is an important part of your participation in this class.

College of Education Conceptual Framework

The Educator as Agent of Engaged Learning: Improving the quality of education in Texas schools and elsewhere is the goal of programs for the education of educators at the University of North Texas. To achieve this goal, programs leading to administrator certification and advanced programs for educators at the University of North Texas:

  1. emphasize content, curricular, and pedagogical knowledge acquired through research and informed practice of the academic disciplines,
  2. incorporate the Texas Principal Proficiencies for learner centered education,
  3. feature collaboration across the university and with schools and other agencies in the design and delivery of programs, and
  4. respond to the rapid demographic, social, and technological change in the United States and the world.

The educator as agent of engaged learning summarizes the conceptual framework for UNT's basic and advanced programs. This phrase reflects the directed action that arises from simultaneous commitment to academic knowledge bases and to learner-centered practice. "Engaged learning" signifies the deep interaction with worthwhile and appropriate content that occurs for each student in the classrooms of caring and competent educators. "Engaged learning" features the on-going interchange between teacher and student about knowledge and between school and community about what is worth knowing. This conceptual framework recognizes the relationship between UNT and the larger community in promoting the commitment of a diverse citizenry to life-long learning. In our work of developing educators as agents of engaged learning, we value the contributions of professional development schools and other partners and seek collaborations, which advance active, meaningful, and continuous learning.

Key Elements of the Conceptual Framework

  • Content and curricular knowledge refer to the grounding of the educator in content knowledge and knowledge construction and in making meaningful to learners the content of the PreK-16 curriculum.
  • Knowledge of teaching and assessment refers to the ability of the educator to plan, implement, and assess instruction in ways that consistently engage learners or, in advanced programs, to provide leadership for development of programs that promote engagement of learners.
  • Promotion of equity for all learners refers to the skills and attitudes that enable the educator to advocate for all students within the framework of the school program.
  • Encouragement of diversity refers to the ability of the educator to appreciate and affirm formally and informally the various cultural heritages, unique endowments, learning styles, interests, and needs of learners.
  • Professional communication refers to effective interpersonal and professional oral and written communication that includes appropriate applications of information technology.
  • Engaged professional learning refers to the educator's commitment to ethical practice and to continued learning and professional development.

Teacher Education & Administration

Departmental Policy Statements

ACCOMODATION & ACCESS

The Department of Teacher Education & Administration is committed to full academic access for all qualified students, including those with disabilities. In keeping with this commitment and in order to facilitate equality of educational access, faculty members in the department will make reasonable accommodations for qualified students with a disability, such as appropriate adjustments to the classroom environment and the teaching, testing, or learning methodologies when doing so does not fundamentally alter the course.
If you have a disability, it is your responsibility to obtain verifying information from the Office of Disability Accommodation (ODA) and to inform me of your need for an accommodation. Requests for accommodation must be given to me no later than the first week of classes for students registered with the ODA as of the beginning of the current semester. If you register with the ODA after the first week of classes, your accommodation requests will be considered after this deadline.
Grades assigned before an accommodation is provided will not be changed. Information about how to obtain academic accommodations can be found in UNT Policy 18.1.14, at, and by visiting the ODA in Room 321 of the University Union. You also may call the ODA at 940.565.4323.

The College of Education does not discriminate on the basis of disability in the recruitment and employment of faculty and staff, the operation of any of its programs and activities, as specified by federal laws and regulations. Copies of the College of Education ADA Compliance Document are available in the Dean’s Office, Matthews Hall 214. Dr. James Laney is the contact person for the Department of Teacher Education and Administration.

CHEATING AND PLAGIARISM POLICY

The UNT Code of Student Conduct and Discipline provides penalties for misconduct by students, including academic dishonesty. Academic dishonesty includes cheating and plagiarism. The term “cheating” includes, but is not limited to, (1) use of any unauthorized assistance in taking quizzes, tests, or examinations; (2) dependence upon the aid of sources beyond those authorized by the instructor in writing papers, preparing reports, solving problems, or carrying out other assignments; and (3) the acquisition, without permission, of tests or academic material belonging to a faculty or staff member of the university. The term “plagiarism” includes, but is not limited to, the use of the published or unpublished work of another person, by paraphrase or direct quotation, without full and clear acknowledgement. It also includes the unacknowledged use of materials prepared by another person or agency engaged in the selling of term papers or other academic materials. If a student engages in academic dishonesty related to this class, the student will receive a failing grade on the test or assignment and a failing grade in the course. In addition, the case will be referred to the Dean of Students for appropriate disciplinary action.

EAGLE CONNECT

All students should activate and regularly check their Eagle Connect (e-mail) account. Eagle Connect is used for official communication from the University to students. Many important announcements for the University and College are sent to students via Eagle Connect. For information about Eagle Connect, including how to activate an account and how to have Eagle Connect forwarded to another e-mail address, visit

ETHICAL BEHAVIOR AND CODE OF ETHICS

The Teacher Education & Administration Department expects that its students will abide by the Code of Ethics and Standard Practices for Texas Educators (Chapter 247 of the Texas Administrative Code ) and as outlined in Domain IV: Fulfilling Professional Roles and Responsibilities of the Pedagogy and Professional Responsibilities (PPR) Texas Examination of Educator Standards (TExES); and as also addressed in codes of ethics adopted by professionals in the education field such as the National Education Association (NEA) and the American Federation of Teachers (AFT).

NATIONAL COUNCIL FOR THE ACCREDITATION OF TEACHER EDUCATION (NCATE)

UNT is an NCATE-accredited institution. The educator as an agent of engaged learning” summarizes the conceptual framework of UNT’s basic and advanced programs. The program of educator preparation at UNT is based on the following key concepts: (1) content and curricular knowledge, (2) knowledge of teaching and assessment, (3) promotion of equity for all learners, (4) encouragement of diversity, (5) professional communication, and (6) engaged professional learning.