KENNESAW STATE UNIVERSITY
E-Z FORM: SIMPLE COURSE CHANGE
Cover Sheet 10-15-02 (draft)
Course Number/Program Name: EDL 6980/ Add-on Program in Educational Leadership
Department: Educational Leadership
Degree Title (if applicable): N.A.
Proposed Effective Date: December 1, 2004
Minor Changes:
1.
Minor changes are defined as a change to one of the following
a. _____ change to the title of a course
b. _____ simple editing changes to a course description
c. _____ course deletion
d. _____ course numbering change
e. _____ degree program name change
f. _____ credit hour change
g. __X_ grading change
2.
Multiple changes to any combination of title, numbering, or description DO NOT
constitute a Minor Change, and must go through the full course revision proposal
approval process.
3.
Changes that appear to be more than simple editing changes must go through the full
course proposal approval process (committee chair discretion).
4.
Proposals that meet the criteria as being minor changes, are exempt from the twoweek submission prior to the first reading rule
Submitted by:
Faculty Member
Approved
Date
Not Approved
Department Curriculum Committee Date
Approved
Approved
Approved
Approved
Approved
Approved
Not Approved
Department Chair
Date
School Curriculum Committee
Date
School Dean
Date
GPCC Chair
Date
Dean, Graduate Studies
Date
Not Approved
Not Approved
Not Approved
Not Approved
Not Approved
Vice President for Academic Affairs Date
Approved
Not Approved
President
1
Date
KENNESAW STATE UNIVERSITY
GRADUATE COURSE MINOR CHANGE FORM
I.
Current Information
Page Number in Current Catalog: 106
Course Prefix and Number: EDL 6980
Course Title: Practicum
Credit Hours: 1 (To be taken in 2 semesters with a total of 2 credit hours)
Prerequisites: none
Description:
Provides candidates an opportunity to engage in field-based experiential
learning activities related to educational leadership under the guidance of a
practicing administrator. The practicum takes place in a real setting and is
accompanied by a seminar.
* A, B, C, D, or F is presently assigned as final grade.
II.
Proposed Information (Fill in the changed item)
Course Prefix and Number: _EDL 6980_
Course Title: Practicum
Credit Hours: 1 (To be taken in 2 semesters with a total of 2 credit hours)
Prerequisites: None
Description:
Provides candidates an opportunity to engage in field-based experiential
learning activities related to educational leadership under the guidance of a
practicing administrator. The practicum takes place in a school/school
district setting and is accompanied by a seminar.
* S or U is proposed to be assigned as final grade.
III.
Justification
The faculty of Department of Educational Leadership has determined to take a mastery
approach as the instructional delivery model for EDL 6980 Practicum. To correspond to this
change, the grade assigning practice of the course needs to be changed from A, B, C, D, or F
to S (Satisfactory) or U (Unsatisfactory).
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VII. COURSE MASTER FORM
This form will be completed by the requesting department and will be sent to the Office of the
Registrar once the course changes have been approved by the Office of the President.
DISCIPLINE
Educational Leadership
COURSE NUMBER
EDL 6980
COURSE TITLE FOR LABEL
Practicum
(Note: Limit 16 spaces)
CLASS-LAB-CREDIT HOURS
1
Approval, Effective Term
Fall Semester, 2004.
Grades Allowed (Regular or S/U)
S/U
If course used to satisfy CPC, what areas?
Not applicable
Learning Support Programs courses which are
required as prerequisites
None
APPROVED:
__________________________________________________
Vice President for Academic Affairs or Designee __
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COURSE SYLLABUS (Attach here)
I.
II.
EDL 6980
Practicum
Educational Leadership
Kennesaw State University
Spring 2004
INSTRUCTOR
III.
Class Sessions:
IV.
Texts (required):
Name:
Room:
Office Phone:
e-mail:
Day: TBA
Location: TBA
Readings will be distributed in seminars. In addition, effective schools research and ISLLC
standards will serve as a basis for study.
V.
VL
Catalog Description:
Prerequisite: Permission of advisor.
This course provides an opportunity for students to engage in field-based experiential learning activities
related to educational leadership under the guidance of a practicing administrator.
Purpose/Rationale:
This course is designed to be with modules of study for the Master's Degree in Educational
Leadership. The course is designed to strengthen the knowledge and skills of candidates as
instructional leaders and gain practice and competency in operational aspects. It provides the
opportunity for students to verify and demonstrate the knowledge and skills acquired in the
program of studies in educational leadership while furthering developing their leadership
abilities.
Conceptual Framework Summary:
Collaborative Development of Expertise in Teaching and Learning
The Kennesaw State University teacher education faculty is committed to preparing teachers who demonstrate
expertise in facilitating learning in all students. Toward that end, the KSU teacher education community strongly
upholds the concept of collaborative preparation requiring guidance from professionals inside and outside the
university. In tandem with this belief is the understanding that teacher expertise develops along a continuum which
includes the stages of pre service, induction, in-service, and renewal; further, as candidates develop a strong
research-based knowledge of content and pedagogy, they develop their professional expertise in recognizing,
facilitating, assessing, and evaluating student learning.
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Knowledge Base:
Teacher development is generally recognized as a continuum that includes four phases: preservice, induction, inservice, renewal (Odell, Ruling, and Sweeny, 2000). Just as Sternberg (1996) believes that the concept of expertise
is central to analyzing the teaching-learning process, the teacher education faculty at KSU believes that the concept
of expertise is central to preparing effective classroom teachers and teacher leaders. Researchers describe how
during the continuum phases teachers progress from being Novices learning to survive in classrooms toward
becoming Experts who have achieved elegance in their teaching. We, like Sternberg (1998), believe that expertise is
not an end-state but a process of continued development
Use of Technology:
The Professional Standards Commission requires technology Standards for Educators. Telecommunication and
information technologies will be integrated throughout the master teacher preparation program, and all candidates
must be able to use technology to improve student learning and meet Georgia Technology Standards for Educators.
During the courses, candidates will be provided with opportunities to explore and use instructional media, especially
microcomputers, to assist teaching. They will master use of productivity tools, such as multimedia facilities, localnet and Internet, and feel confident to design multimedia instructional materials, create WWW resources, and
develop an electronic learning portfolio.
Diversity Statement
A variety of materials and instructional strategies will be employed to meet the needs of the different learning styles
of diverse learners in class. Candidates will gain knowledge as well as an understanding of differentiated strategies
and curricula for providing effective instruction and assessment within multicultural classrooms. One element of
course work is raising candidate awareness of critical multicultural issues. A second element is to cause candidates
to explore how multiple attributes of multicultural populations influence decisions in employing specific methods
and materials for every student. Among these attributes are ethnicity, race, socioeconomic status, gender,
giftedness, disability, language, religion, family structure, sexual orientation and geographic region. An
emphasis on cognitive style differences provides a background for the consideration of cultural context.
Kennesaw State University provides program accessibility and accommodations for persons defined as disabled
under Section 504 of the Rehabilitation Act of 1973 or the Americans with Disabilities Act of 1990. A number of
services are available to support students with disabilities within their academic program. In order to make
arrangements for special services, students must visit the Office of Disabled Student Support Services (770 423
6443) and develop an individual assistant plan. In some cases, certification of disability is required.
Please be aware that there are other support/mentor groups on the campus of Kennesaw State University that address
each of the multicultural variables outlined above. For more information, contact the Student Life Center at 770 423
6280.
Field Component Statement
While completing your graduate program at Kennesaw State University, you are required to be involved in a variety
of leadership and school-based activities directed at the improvement of teaching and learning. Appropriate
activities may include, but are not limited to, attending and presenting at professional conferences, actively serving
on or chairing school-based committees, attending PTA/school board meetings, and participating in educationrelated community events. Leader candidates are required to participate in the range of school improvement
activities. As you continue your educational experiences, you are encouraged to explore every opportunity to learn
by doing.
VII. Goals and Objectives:
The KSU teacher preparation faculty is strongly committed to the concept of teacher/leader preparation as a
developmental and collaborative process. Research for the past 25 years has described this process in increasingly
complex terms. Universities and schools must work together to successfully prepare teachers who are capable of
developing successful learners in today's schools and who choose to continue their professional development.
Goal 1:
The candidate, in collaboration with his/her mentor will develop a plan for participating in leadership activities in
each of the standards areas outlined by the Interstate School Leaders Licensure Consortium: (1) facilitating the
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development, articulation, implementation and stewardship of a vision of learning that is shared by the school
community; (2) advocating, nurturing, and sustaining a school culture & instructional program conducive to student
learning & staff professional growth; (3) ensuring management of the organi71ltion, operations, and resources for a
safe, efficient, and effective learning environment; (4) collaborating with families & community members,
responding to diverse community interests & needs, & mobilizing community resources; (5) acting with integrity,
fairness, and in an ethical manner, and: (6) understanding, responding to, and influencing the larger political, social,
economic, legal, and cultural context. Activities will be chosen based on the candidate's self-assessment, assessment
by the faculty supervisor, and mentor assessment. Specific activities will vary depending on the candidate's
school/district project assignment and particular site opportunities/requirements.
Candidates must complete a minimum of 10 hours per week at the practicum site engaged in practicum work. These
may be in planning periods, before and after school and in administrative activities at school functions.
Sample goals and objectives are outlined under section VIII.
Goal 2:
The candidate will maintain a daily reflection journal throughout the time of the practicum.
Learning Objectives:
1.
The candidate will utilize reflections to improve practice. NCATE 7.
VIII. Course Requirements/Assignments*
Requirement 1:
The following is an example of what the goals and objectives for a practicum might include. It is NOT to be
considered an outline of requirements. Each candidate's goals and objectives will be unique. Alternate forms of
documentation may be developed. The candidate's specific performances should derive in large measure from the
specific improvement project assigned to him/her. It is important that the practicum include experiences from each
ISLCC standard.
Standard 1:
A school administrator is an educational leader who promotes the success of all students by facilitating the
development, articulation, implementation and stewardship of a vision of learning that is shared and
supported by the school community.
Goal 1:
To analyze the development, articulation and stewardship of a shared vision.
Objectives:
1. The candidate will shadow a principal and interview a school staff where there is a strong stewardship
of a shared vision, then use a selected knowledge base to prepare an analysis of how the vision is
developed, how it is articulated, and how it is being implemented.
Activities with dates to be accomplished:
2. Shadow principal (October 15)
3. Interview staff (November 1)
4..Complete analysis (November 30)
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Standard 2:
A school administrator is an educational leader who promotes the success of all students by advocating, nurturing,
and sustaining a school culture and instructional program conducive to student learning & staff professional
growth.
Goal 1:
To increase consensus building skills.
Objectives:
1. The candidate will demonstrate consensus-building skills in an actual
staff/department/grade level meeting dedicated to a curriculum concern (i.e., resource
allocations for special needs students.)
Standard 3:
A school administrator is an educational leader who promotes the success of all students by ensuring the
management of the organization, operations, and resources for a safe, efficient, and effective learning
environment.
Goal 1:
To demonstrate knowledge of school resource management and relation to student learning.
Objectives:
1. The candidate will perform a technology inventory, identify the critical shortages, and
recommend areas where technology could be used to in rove student learning operations, etc.
Standard 4:
A school administrator is an educational leader who promotes the success of all students by collaborating with
families & community members, responding to diverse community interests & needs, and mobilizing
community resources.
Goal 1:
To demonstrate knowledge of the learning community.
Objectives:
1. The candidate will identify at least five key community leaders in a school community
and justify why each was selected. A confidential analysis of this power structure will be
shared with appropriate district officers.
Standard 5:
The administrator is an educational leader who promotes the success of all students by acting with integrity,
fairness, and in an ethical manner.
Goal 1:
To demonstrate integrity, fairness, and ethics in personal actions.
Objectives:
1. The candidate will present an analysis of how s/he promotes teaching and learning that
recognizes learning differences, multicultural awareness, gender sensitivity, and ethnic
appreciation.
Standard 6:
A school administrator is an educational leader who promotes the success of all students by understanding,
responding to, and influencing the larger political, social, economic, legal, and cultural context.
Goal 1:
To demonstrate knowledge of accountability laws.
Objectives:
1. The candidate will
analyze and make a report to the school board or graduate class
about the state's accountability laws.
Examples for Standards 2-6 do not show activities/dates, but are designed to provide
examples of acceptable goals.
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Requirement 2: Daily reflective journal.
The journal will include but is not limited to:
1. listing of 'key events'
2. weekly analysis of demonstrated leadership strengths/needs
3. weekly meeting with mentor to share analysis/obtain feedback, assistance, etc.
4. reflection on activities, particular on actions, modifications for next time activities are encouraged, noted
successes and room for improvement
Requirement 3:
The journal is expected to be the basis of documentation of practicum experience, as well as provide invaluable
input for the professional development plan that is part of the candidate's portfolio.
Other Requirements:
The candidate will attend seminars designed to further the practicum experience and
leadership development
Module Specific Requirements:
The practicum is designed to be taken with course work so that leader candidates experience the full cycle of
leadership activities. It is expected and encouraged that candidates will be given a variety of learning
activities/assignments in each practicum. To maximize learning occurring in courses, candidates should be provided
specific learning assignments to complement and enhance the learning in academic courses. Specific assignments
should be given to accompany the program of study as follows:
Module I-Semester I: Leadership for School Improvement
In this module, candidates learn about the responsibilities of school leaders in dealing with all facets of the
educational program while examining the ethics of educational leadership. The module consists of seven semester
hours of integrated course work and field experiences designed to provide the foundation for leadership of schools in
which efforts are focused on school improvement as shown by high levels of student achievement. Classes within
the module are:
EDL 6705 Current Issues in Educational Leadership (3 Semester Hours)
EDL 6735 Ethics of Educational Leadership (3 Semester Hours)
EDL 6980 Practicum (1 Semester Hour) .
On-Site Mentors are assigned to familiarize leader candidates with a wide variety of leadership functions during this
semester, gradually adding responsibility as the candidate acquires knowledge. As all study is focused on increased
learning and achievement of all students, candidates must become familiar with the school improvement plan and be
able to relate all work to the plan and to impact on student learning and achievement This is also the time for leader
candidates to become familiar with and have opportunities to work with standards-based objectives and resultsbased performance for school improvement. Standards-based objectives and results-based performance for
continuous improvement activities and learning will continue through the entire course of study.
It is suggested that early in the semester the candidate be allowed to 'shadow' the mentor throughout a day, from
mentor's normal arrival through departure. To enhance course work dealing with the school mission, it is suggested
that candidates be assigned work in that area. Specific considerations/areas of assignment include candidates’
learning/becoming skilled in raising perceptions of all parties that the school or system can do better and working on
the school or system plan for improvement Additionally, the candidate should be familiarized with and assigned
activities dealing with ethical considerations. The candidate will have the Georgia Professional Standards
Commission 'Ethic for Educators' and the Ethics for School Administrators. It is suggested that candidate and
mentor, with faculty supervisor input if needed, review these documents and establish activities providing
opportunities for the candidate to gain experience in ethical considerations of educational leadership. Emphasis on
ethics during this semester will provide a basis for ethical considerations throughout the course of study. Also, legal
basis for actions should be provided throughout the course of study, along with opportunities for candidate learning
activities involving legal issues.
Module 2-Semester ll-lmorovin2 Curriculum and Instruction
This module focuses on student achievement and leadership roles and responsibilities in curriculum and instruction.
Today's educational leader is far more than a manager, and the role of educational leader is foremost in fostering
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success for all students. Emphasis will be on organizing all activities within the school to foster successful teaching
and learning. Courses within this module are:
EDL 6710 Instructional Leadership (3 Semester Hours)
EDL 6715 Curriculum Leadership (3 Semester Hours)
EDL 6980 Practicum (1 Semester Hour)
While leader candidates remain involved in a wide variety of learning activities, special emphasis should be placed
on providing opportunities for growth in the areas of curricular and instructional leadership. Candidates will have
course assignments involving teacher evaluation and curriculum improvement Practicum assignments should
include opportunities to assist teachers in customizing instruction for individual students or groups of students that
reflect students' own experiences, learning styles, interests, cultures and special needs, and increasing student
learning time, as needed. Candidates should have experiences working with the comprehensive program of student
support services to provide students with the resources needed for increased learning/achievement
Module 3-Semester ill: Data-Driven Improvement for All Students
In this module candidates learn to make decisions for school improvement based on utilization of data. Included in
this data is knowledge of the learning community. This module prepares candidates to obtain and utilize data so that
school improvement efforts, as shown by increased achievement of all students, will be effective in their particular
learning communities. Courses within this module are:
EDL 6740 Multicultural and International Education (3 Semester Hours)
EDL 6750 Educational Research (3 Semester Hours)
EDL 6980 Practicum (1 Semester Hour)
Leader candidates remain involved in and expand a wide variety of learning activities. Particular emphasis during
this semester should be placed on using data for improvement for all students. Opportunities for candidates to
systematically gather and utilize data should be provided, along with opportunities to work with the full spectrum of
the learning community in raising perceptions of all that the school or system can do better. Candidates should have
experiences working with the comprehensive program of student support services to provide students with the
resources needed for increased learning/achievement. Candidates should be involved in utilizing data in working
on/developing the school or system plan for improvement and helping teachers customize instruction. Opportunities
should be provided to use state-of-the-art technology practices for management of data.
Module 4-Semester IV: Utilizing Resources for School Improvement
Module 4 builds upon the candidates' knowledge by providing learning in utilizing and improving resources for
school improvement. The program is built on a model of continuous improvement, and candidates learn to
continually improve their performance and the schools they lead. This module focuses on use of resources in today's
economy and planning for resources for future needs. Courses within this module are:
EDL 6720 Personnel and Staff Development (3 Semester Hours)
EDL 6725 Organizational and Financial Resources (3 Semester Hours)
EDL 6980 Practicum (1 Semester Hour)
Candidates remain involved in a variety of learning activities. Particular emphasis during this semester of study
should be placed on candidates having experiences in establishing a safe and orderly environment that supports
reaching the goals of the school improvement plan. Personnel and staff development activities should be included in
the candidate's learning activities. Candidates should also have practice in using state-of-the-art (from business and
industry where appropriate) and system-specific technology practices to effectively and efficiently manage
resources, planning, record keeping, and evaluation of schools or systems.
Module 5-Semeser V: School Improvement Policies and Issues
This module provides candidates with learning about public policies, laws, and regulations and how they impact
schools, school leadership, and school improvement. Courses within this module are: EDL 6730 Educational Policy
and Legal Perspectives (3 Semester Hours) EDL 6980 Practicum (1 Semester Hour)
Candidates will also be completing the portfolio this semester. The portfolio provides a view of the candidate's
professional development during the course of study.
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Candidates remain involved in a variety of increasingly responsible learning activities. Particular emphasis during
this semester should be placed on providing opportunities for candidates to undertake activities in accordance with
school law and professional ethics. Opportunities should be provided for candidates to participate in activities
dealing with policy decisions, regulations, etc. emanating from district, state, federal, and accrediting sources.
IX. Evaluation and Grading








For a Grade of A
All parts of the assignments
are complete as defined by
the instructor.
Topics are fully developed.
Knowledge of subject matter
is clear and work is focused
on assigned topics.
Additional information
beyond requirements is
included if appropriate.
Work shows a clear match
between theory and practice.
Work shows evidence of
critical thinking.
Work contains few or no
errors in writing.
Citations and references are
used correctly and
consistently.
The student's work will exhibit the foll
For a Grade of B
 All parts of the assignments
are addressed, but one or two
may be incomplete or
unclear (i.e. perhaps
examples are not sufficient
or are not explained in
sufficient detail for the
reader to form a clear
picture.
 Knowledge of subject matter
is clear.
 Work shows a clear match
between theory and practice.
 Citations and references are
used correctly and
consistently.
Grade of C or below:
Assignments do not
address all requirements
or do not meet some
criteria specified.
 Topics will be only
partially developed.
 No clear match between
theory and practice.
 Errors in citations and
references or no citations
or references where
needed.

Practicum Activities 40 points
Reflective Journal 30 points
Portfolio 30 points
Grades will be assigned as follows:
92-100 average points A
85-91 average points B
76-84 average points C
<76 average points F
X. Academic Honesty Statement
Page 116 of the KSU Graduate catalog (2000 -2001) states: KSU expects that graduate students will pursue their
academic programs in an ethical, professional manner. Any work that students present in fulfillment of program or
course requirements should represent their own efforts, achieved without giving or receiving any unauthorized
assistance. Any student who is found to have violated these expectations will be subject to disciplinary action. (from
current KSU handbook).
XI. Class Attendance Policy
See appropriate graduate or undergraduate KSU catalogue for statement.
XII. Practicum Seminar Outline
Practicum Orientation
Visionary Leadership: ISLLC Standard I-Visionary Leadership
Professional Socialization of School Leaders: ISLLC Standard 2- Instructional Leadership
Staff Evaluation and Professional Development: ISLLC Standard 3- Organizational Leadership
School Community Analysis ISLLC Standard 4-Collaborative Leadership
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School-Based Decision Making: ISLLC Standards 4, 5 -Collaborative Decision Making and
Ethical Leadership
The Educational Leader: ISLLC Standard 6-Proactive Leadership
Portfolio Presentations
Portfolio Presentations
XIII. References/Bibliography
Conceptual Framework Summary References:
Odell, S. J., Huling. L., & Sweeny, B. W. (2000). Conceptualizing quality mentoring, background
information. In S. J. Odell & L. Huling (Eds.) Quality mentoring for novice teachers (pp. 3-14).
Indianapolis, IA: Kappa Delta Pi.
Sternberg, R J. (1996). Educational psychology has fallen, but it can get up. Educational Psychology review,
~(2), 175-185.
Sternberg, R J. (1998). Metacognition, abilities, and developing expertise: What makes an expert student?
Instructional Science, 26, 127-140.
Practicum references.
Barnett. B. (1990). The mentor-intern relationship: Making the most of learning from experience. NASSP
Bulletin,74,17-24.
Council of Chief State School Officers. (1996). The Interstate School Leaders Licensure Consortium
Standards for school leaders. Washington. D.C.:Author.
Crow, G., Mathews, L., & McLeary, L. (1996).
Hoyle, J., English, F., & Steffy, B. (1998). Skills for successful 21st century school leaders: Standards for
peak performers. Arlington. VA: American Association of School Administrators.
Olson, L. (19 January, 2000). New thinking on what makes a leader. Education Week.
Short, P., & Greer, J. (1997). Leadership in empowered schools: themes from innovative efforts. Upper
Saddle River, NJ: Merrill.
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Supervision of the Leadership Practicum
The leadership practicum is a collaborative team effort. The university supervisor, mentor, and candidate function as
a team dedicated to the development of leadership ability in the candidate.
Role of the Mentor:
The mentor has day-to-day responsibility for the practicum experiences of the candidate. It is the mentor who is
most aware of specific strengths and needs and who is able to offer guidance and assistance on an ongoing basis.
While assignment of a grade is the responsibility of the university supervisor, the mentor will have input into
grading decisions for the practicum activities. Key elements of the mentor's role are:
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

Provide a wide range of experiences. It is important that the candidate experience a range of administrative
functions, become acquainted with all facets of leadership, and be able to observe and work with
educational leaders in a variety of situations.
Provide duties of increasing responsibility. Candidates should be assigned responsibilities that contribute to
the on-going school/district program, with the candidate assuming increasing significant duties as time
passes and skills increase.
Assign and monitor an improvement project. Candidates are expected to assume major responsibility for an
improvement project, one that will make a special contribution to the school’s/district's program through
the leadership activities of the candidate.
Meet regularly with the candidate and provide feedback on progress. It is important that the candidate be
aware of specific strengths and specific needs. In areas where the candidate has needs, the mentor should
provide specific directions/tasks/requirements to improve leadership ability in the area(s) of need.
Meet with the university faculty member responsible for candidate practicum supervision. The candidate is
working as part of a team composed of the university faculty member, the candidate, and the mentor. Open
and frequent communication among the parties is essential to optimum candidate development.
Role of the University Supervisor:
The university supervisor will make site visits, observing the candidate in action when possible, and meet with the
candidate and the mentor. Final grading for the practicum activities is the responsibility of the university supervisor,
though input from the mentor will playa large role in the grade. Key elements of university supervisor's role are:






Visit the candidate's practicum site and observe the candidate in action when possible.
Meet with the candidate and the on-site mentor to conference about candidate progress.
Provide ongoing feedback to the candidate on a periodic basis throughout the practicum. This feedback
should be shared with both the candidate and the mentor and should be the result of consultation,
observation, journals, etc.
Review the candidate's journal on a regular basis and provide feedback.
Assist the candidate in clarifying questions regarding the characteristics of desirable practicum experiences,
organizing the practicum experiences, and preparing materials for the portfolio.
Recommend a final 'practicum activities' grade to the course instructor.
Reflective Journal
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The reflective journal will be composed of two parts: a daily log, and at least weekly reflections on activities
resulting in candidate self-assessment and utilization of input from appropriate others. The log portion of the journal
might be as shown below (the log is approved by the mentor on a weekly basis):
Practicum Log
Week of_______________ Candidate________________________________ Site________________
Relation to/lmpact on
Activity/Standard/Time
Date
Student Learning 1
Achievement
9-15-03
Devised questionnaire to gain information from
teachers on need for staff development areas of .
To be used to identify building level staff
development needs. Standard II 1 hr. 45 minutes
Appropriate/needed staff
development will improve
teaching for increased
student learning
9-16-03
9-17-03
Total time this week:__________
Total time to date:____________
Approved: Mentor ________________________________________________________
Signature
Date
Print Mentor name:_________________________________________
Information would be entered for each day. At week's end, the mentor should sign approval of the
log shown as:
Total Hours This Log Timeframe
Total Hours to Date
show actual number of hours (i.e.. 22.5 hours)
show actual number of hours (i.e.. 61.5 hours)
________________________________________________________________________________________
The reflection portion of the log should demonstrate the use of feedback and reflection to continuously improve and
strengthen leadership skills. No examples are given, as reflections are individualistic. Reflections on practice
throughout the program will have provided a background in this area. The university Supervisor will monitor the
journal and provide feedback on reflections, along with all other areas of the experience.
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