Graduate School of Education
Education 692: Educational Leadership Internship Seminar
Fall 2014
Dr. Carol A. Eaton
Class Times: Thursdays, 4:25-7:15 p.m.
Three Sessions
Office: AB-233
Office Hours:
One hour before class and after
Class Location: Fine Arts Bldg. 248
Home Telephone: 692-4669
Office Telephone: 777-6770
Cell phone: 761-8881
E-mail: ceaton@binghamton.edu
ceaton1@stny.rr.com
Course Description: The internship and three session seminar for the District and
Building Leadership preparation/certification will provide the participants with the
opportunities “to learn through doing,” and to build capacity for increasing leadership
challenges, working with the support of school district based and building leaders in their
own districts. Interns will learn from and share with each other in the class, with the
support of the mentor/instructor. Participants will experience “the work” and the
challenges that promote learning and achievement in all students.
Throughout the semester, reflection on the educational practices in each district, and
those of the interns, will occur. Participants will keep a reflections’ journal by week that
is submitted to the instructor by email, two times during the semester (see below).
Participants will demonstrate their competency through class participation, the
effectiveness of the district/building internship, as evidenced in their Internship
Evaluations completed by onsite mentors and class discussions.
Seminar participants will be using Blackboard with the instructor to discuss internship
work, typical leadership cases/dilemmas, as well as current developments in the field.
The internship supervisor will conduct one site visit to each intern’s district to meet with
mentor and student/intern. Follow-up telephone calls will also be used as needed.
Special information regarding DASA training:
Required for all: The information for training dates is located at:
http://www.binghamton.edu/gse/teacher-education/dasa/dasa.html
Course Objectives:
The objectives for this course follow the requirements for certification for both building
and district level leadership. The following represent the state’s building and districtwide expectations for certification in both areas: (Areas in italics indicate the district
level.) This is included here as information only to assist with the interns’ understanding
of the state’s requirements. The format and content of the exams have both revised, and
we will be discussing both.
Examples are:
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Design and execute district-wide systems to promote higher levels of student
achievement.
Develop and implement an educational vision, or build and sustain an existing
one, for assisting all district students, pre-K, elementary, middle level and high
school, to meet state learning standards.
Interact and communicate effectively with school board members in developing
and implementing district policies, managing change and managing district
affairs.
Create the conditions necessary to provide a safe, healthy and supportive learning
environment for all students and staff.
Collaboratively identify goals and objectives for achieving the educational vision,
seeking and valuing diverse perspectives and alternate points of view, and
building understanding through direct and precise questioning.
Communicate and work effectively with parents, staff, students, community
leaders and other community members from diverse backgrounds, providing
clear, accurate written and spoken information that publicizes the district’s goals,
expectations and performance results, and builds support for improving student
achievement.
Develop building and district staff capability for addressing learning needs of all
district students by effective support, supervision and evaluation of teachers,
school building leaders and district leaders, by effective staff assignments,
support and mentoring, and by providing staff with opportunities for continuous
professional development.
Lead comprehensive long-range planning, informed by multiple data sources, to
determine the present state of the district, identify root causes of the problems,
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propose solutions and validate improvements with regard to all aspects of the
district, including, but not limited to:
1. Curriculum development
2. Instructional strategies and integration of technology
3. Classroom organization and practices
4. Assessment
5. Student support services, including the provision of services to students
with disabilities ( and students who are English Language learners)
6. Professional support and development
7. Succession planning
8. Student, family and community relations
9. Facilities development
10. Planning with colleges for providing curriculum and experiences for
college students preparing to become educators that will enhance their
learning and the learning of the district’s students.
Effect any needed educational change through ethical decision-making based
upon factual analysis, even in the face of opposition.
Establish accountability systems for achieving educational goals and objectives.
Set a standard for ethical behavior by example, encouraging initiative, innovation,
collaboration, mutual respect and a strong work ethic.
Supervise establishment of a district budget and the management of district
finances and facilities to support achievement of educational goals and objectives.
Interact and communicate effectively with local, state and federal representatives,
applying statutes and regulations as required by law, and implementing school
policies in accordance with the law.
Maintain a personal plan for self-improvement and continuous learning.
In addition to the above, participants will be involved in working with their mentors and
instructor with the TEAC standards for their own evaluation.
Content and Format of Class Sessions:
1. Actively participate in problem solving, through the sharing of information
2. Apply theory and philosophy to the real world of participants’ districts.
3. Improve written and oral communications to acquire confidence in leadership
abilities.
4. Explore leadership and growth possibilities that exist in a variety of situations
in the districts represented.
5. Build a repertoire of strategies to employ in decision-making with the
districts.
6. Build collegial relationships
7. Use technology effectively within your school and district as a leader, as well
as fellow classmates, and communications with the internship supervisor.
8. Collaboration skills will be developed within the group.
Field Visits by the Instructor:
There will be a minimum of two visits by the instructor during the semester. Interns
should plan on a minimum of 30-45 minutes with the field mentor to meet with the
instructor and intern, as well as another twenty to thirty minutes to allow the instructor to
meet with the intern to reflect on the progress of the internship. Additional telephone
conversations with mentors will also occur as needed.
Reflective Journal:
Each intern will keep a reflective journal, addressing experiences in their districts and
buildings, as well as ideas presented and discussed in class sessions. Reflections will be
sent to the instructor two times during the semester, to include changing ideas,
experiences and thoughts, as mentioned above. Specific dates for submittal will be
provided.
Background Readings:
Several readings will be made available or assigned on Blackboard, in addition to
articles distributed in class, such as the following:
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NYSED’s website, with current regulations and requirement revisions
Articles from ASCD’s Educational Leadership (Curriculum and Professional
Development)
Articles from AASA’s School Administrator
Bulletins from the New York State Association of School Superintendents
(NYSCOSS)
Bulletins from the New York State Business Officials Association (ASBO)
Educational Websites of Interest:
www.aasa.org: American Association of School Administrators
www.nyscoss.org: New York State Council of School Superintendents
www.nyssba.org: New York State School Boards Association
www.ascd.org: Association for Curriculum and Instruction
www.nysasbo.org: New York State Association of School Business Officials
www.saanys.org: School Administrators Association of New York State
During the first class session, each participant will share the specific
work of his/her internship in his/her home district for this semester, with the class. All
class sessions will be Thursday.
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First meeting: September 18, 2014: Guest presenter: Mary Hibbard, former
Superintendent of Schools for the Whitney Point Central School District, will
address the School and District Review process employed by the State Education
Department. Mary serves on one of the review teams, meeting with district
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leadership to assess factors for improvement within each district. Mary will also
discuss her path way to leadership.
Second meeting: October 16, 2014: Guest presenter: Alan Pole will present
strategies for job searches and writing cover letters and resumes that are
successful in garnering new leadership positions. We will discuss and share
experiences to date, share feedback on articles read by group.
Third meeting: November 6, 2014: Guest presenter: Nicole Wolfe, Director of
Pupil Services in Union-Endicott Central School District, will address the
experiences she has had in moving from the classroom to positions of leadership,
including the steps involved in job applications and interviewing.
We will also discuss what the next steps are following the internship, following
this final formal presentation.
Sharing of progress and/or issues that are related each other’s district internships, so
strict confidentiality will be necessary. Group problem solving will occur to assist each
other, modeling district level leadership meetings or meetings with building level leaders,
or faculty meetings of your own.
Students are encouraged to schedule one-to-one meetings with the instructor for
reflections and problem solving regarding the internship as needed.
Field supervisor-mentors will complete end-of-internship assessments of students.
Satisfactory-Unsatisfactory grades for EDUC 692 will be issued after the entire
internship is completed and the Personal Plan is judged acceptable by the seminar
instructor. The class and instructor will discuss the needed components for the final
personal plan.
Binghamton University Information
The Faculty and Staff in the School of Education are committed to serving all enrolled
students. The intention is to create an intellectually stimulating, safe, and respectful class
atmosphere. In return it is expected that each of you will honor and respect the opinions
and feelings of others.
ACCOMMODATIONS
If you are a student with a disability and wish to request accommodations, please notify
the instructor by the second week of class. You are also encouraged to contact the Office
of Services for Students with Disabilities (SSD) at 777-2686. Their office is in LH-B51.
The SSD office makes formal recommendations regarding necessary and appropriate
accommodations based on specifically diagnosed disabilities. Information regarding
disabilities is treated in a confidential manner.
ACADEMIC HONESTY
All members of the university community have the responsibility to maintain and foster
a condition and an atmosphere of academic integrity. Specifically, this requires that all
classroom, laboratory, and written work for which a person claims credit is in fact that
person’s own work. The annual university Student Handbook publication has detailed
information on academic integrity.
Students assume responsibility for the content and integrity of the academic work they
submit. Students are in violation of academic honesty if they incorporate into their
written or oral reports any unacknowledged published or unpublished or oral material
from the work of another (plagiarism); or if they use, request, or give unauthorized
assistance in any academic work (cheating). (SOE Academic Honesty Policies)
Plagiarism and cheating will not be tolerated in this class. Incidents of either will result in
a failing grade for the assignment in question. If you have any questions about what
constitutes plagiarism or cheating, PLEASE ASK.