I.
EDL 7981
Practicum II
Educational Leadership
Kennesaw State University
Spring 2004
II.
INSTRUCTOR
Name:
Room:
Office Phone:
e-mail:
III.
Class Sessions:
Day: TBA
Location: TBA
IV.
Texts (required): Tubbs, J. Eric. (2006). A Graduate Field Experience Handbook. Department of Educational
Leadership.
Additional readings will be distributed in seminars. In addition, effective schools research and ELLC standards
will serve as a basis for study.
V.
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.
VL
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.
Knowledge Base:
Teacher development is generally recognized as a continuum that includes four phases: preservice, induction, in-service,
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, local-net
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 education-related 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 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:
…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:
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)
Standard 2:
…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:
…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:
…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:
… 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:
…understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context.
Goal 1:
To demonstrate knowledge of accountability laws.
Objectives:
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.
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
IX. Evaluation and Grading
The student's work will exhibit the foll
For a Grade of A
For a Grade of B
Grade of C or below:
All parts of the assignments are
Assignments do not address all
All parts of the assignments are
addressed, but one or two may be requirements or do not meet some
complete as defined by the
incomplete or unclear (i.e. perhaps criteria specified.
instructor.
examples are not sufficient or are Topics will be only partially
Topics are fully developed.
Knowledge of subject matter is clear not explained in sufficient detail for developed.
the reader to form a clear picture. No clear match between theory and
and work is focused on assigned
Knowledge of subject matter is
practice.
topics.
clear.
Errors in citations and references or
Additional information beyond
Work
shows
a
clear
match
between
no citations or references where
requirements is included if
theory and practice.
needed.
appropriate.
Work shows a clear match between Citations and references are used
correctly and consistently.
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.
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: ELLC Standard I-Visionary Leadership
Professional Socialization of School Leaders: ELLC Standard 2- Instructional Leadership
Staff Evaluation and Professional Development: ELLC Standard 3- Organizational Leadership
School Community Analysis ELLC Standard 4-Collaborative Leadership
School-Based Decision Making: ELLC Standards 4, 5 -Collaborative Decision Making and Ethical
Leadership
The Educational Leader: ELLC 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), 175185.
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.
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:
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 ongoing 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
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________________
Date
Activity/Standard/Time
Relation to/lmpact on
Student Learning 1
9-15-03
Devised questionnaire to gain information from teachers on Appropriate/needed staff
need for staff development areas of . To be used to identify development will improve teaching
building level staff development needs. Standard II 1 hr. 45 for increased student learning
minutes
Achievement
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
show actual number of hours (i.e.. 22.5 hours)
Total Hours to Date
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.