D e p a r r t t m e n t t o f f E d u c a t t i i o n a l l L e a d e r r s h i i p a n d
P o l l i i c y S t t u d i i e s
EDAD 5389.006 Administrative Internship
Fall 2012
Instructor Information:
Instructor:
Office:
Harold L. Smith
104D Trimble Hall
E-Mail:
Office Hrs: hsmith@uta.edu
Instructor Web Site:
Course Information:
Course Title:
Phone:
Fax:
Mailbox:
T-W-Th 1:00 – 4:00 http://www.uta.edu/faculty/hsmith
Course Number:
Semester:
Course Location and Time:
(817) 451-8920
(817) 272-2530
19575 Arlington, TX 76019
Administrative Internship
EDAD 5389.006
Fall 2012
UTA Main Campus —Selected Thur. 5:00 -7:50
Catalog Description
This course is designed to provide prospective educational administrators job related experiences under the supervision of a mentor in an appropriate educational setting. An approved professional study is designed in relationship to the intern’s interest and past experiences.
Course Prerequisites: There are no prerequisites listed for this course.
Textbook(s) and Materials:
Sigford, J.L. (1998). Who said school administration would be fun? Thousand Oaks, CA: Corwin Press.
Wilmore, Elaine, (2002) Passing the Principal TExES, Corwin Press
Hayes, William, (2004) So You Want To Be a Principal, Scarecrow press
SBEC Preparation materials for Principal TEXES http://texes.ets.org/prepMaterials/ Select 068
Link to forms http://www.uta.edu/coehp/educleadership/forms/internship-forms.php
University Mission:
The mission of The University of Texas at Arlington is to pursue knowledge, truth and excellence in a studentcentered 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.
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College Mission:
MISSION: To develop and deliver an educational program that ensures highest teacher, administrator and allied health science preparation and performance and to be a recognized contributor in the field of educational and allied health science research and practice through effective teaching, quality research and meaningful service.
The Educator and Administrator Preparation units collaboratively developed shared vision is based these core values, dispositions and commitments to:
• Excellence
• Learner-centered environment
• Research-based
• Diversity
• Technology
• Field Experiences
• Collaboration • Life-long Learning
Each candidate in the Educator and
Administrator Unit of the College of Education and Health Professional of UT-Arlington will be evaluate 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 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
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• 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.
August 30, Sept. 20, Nov. 15, Dec. 6 Practice test November 3 9:00 – 2:00
National Standards:
ELCC2001-1 STANDARD: 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 community.
ELCC2001-2 STANDARD: 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.
ELCC2001-3 STANDARD: 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.
ELCC 2001-4 STANDARD: 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.
ELCC 2001-5 Standard: 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.
ELCC 2001-6 Standard: 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
State Domains and Competencies:
TX-TEXESDOMAIN: I) SCHOOL COMMUNITY LEADERSHIP* (*School Community includes
COMP.1 students, staff, parents/caregivers, and community members.)
COMPETENCY: 001) 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: 002) 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: 003) The principal knows how to act with integrity, fairness, and in an ethical and legal manner.
TX-TEXES-
Comp. 2
DOMAIN: II) INSTRUCTIONAL LEADERSHIP
COMPETENCY: 004) 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: 005) The principal knows how to advocate, nurture, and sustain an instructional program and a campus culture that are conductive to student learning and
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staff professional growth.
COMPETENCY: 006) 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: 007) The principal knows how to apply organization decision-making, and problem-solving skills to ensure an effective learning environment.
TX-
TEXAS-
Comp. 3
COMPETENCY: 008) 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: 009) 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 Learning Goals/Objectives: To successfully complete a field based administrative experience in accordance with the requirements and regulations of the Texas Education Agency, to develop an individualized professional growth self-study, to work directly under a campus based certified administrator in consolation with the university supervisor, to participate in on going professional self-assessment and reflection, and to develop a portfolio of job related experiences related to the Texas Domains and Competencies for the Principal Certificate.
Course objectives: This course is intended to help students;
1.
assess ‘administrative’ strength and weaknesses and plan beneficial growth experiences
2.
experience a wide range of administrative activities
3.
take various leadership roles in designated projects
4.
assemble a portfolio to showcase administrative knowledge and skills
5.
use reflective practices to assist in evaluation of learning
6.
network with others via personal as well as technological means
7.
identify and practice skills necessary for effective educational administration
Tentative lecture/topic schedule:
Tentative Lecture/Topic Schedule: (Class is seminar class and will meet four times during the semester.)
Class 1 – Syllabus, discuss forms, NCATE Assessment Document, present the TExES Competencies and the
NCATE Standards. Discuss Texas Educator Code of Ethics. Discuss AEIS activity (#4), Discuss campus visits.
Discuss the format of the principal exam and have the students complete a 4-6 practice test. The answers will be discussed when completed.
Class 2 – Discuss activities, discuss forms, discuss concerns, how to write a resume, discuss reading assignments, discuss clues to obtain an interview. Students will complete 4-6 question practice test. The answers will be discussed when completed.
Class 3 – Review the semester, respond to student concerns, discuss reading assignments, student discussion as to the strengths and weaknesses of their internship semester. Complete the instructor evaluation
Assignments:
Specific Course Requirements:
1.
An application form with signature of the certified administrator who will supervise the field development of the intern.
2.
Candidates are expected to be present and on time to all classes.
3.
Candidates will prepare three goals for the semester.
4.
A study of the school’s AEIS reports for the past three years. The study should include an analysis of enrollment and demographic trends, areas of progress and strengths, and areas concern. Include
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narrative suggesting concerns that need to be addressed.
5.
One 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. Diversity demographics will be considered in the project.
6.
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 is provided.
7.
Mentor/Intern Feedback Form. Three reports. 9/20, 11/15, 12/3
8.
Draft of resume (Sample will be provided—Page 7 of syllabus)
9.
Dr. Smith or another UTA Instructor will visit with you on your campus at least one time. The purpose of the visit is to determine progress and development towards administrative competencies, goals, and development, as well as to discuss the overall internship experience.
10.
Each candidate will submit a summary or reflection of assigned books. The summary/reflection will be two or three pages. A substitute book may be approved if the intern has completed the book in another class.
11.
You will 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.
12.
Assignments will be submitted by email attachment. hsmith@uta.edu
Assignment/Activity NCATE TExES Due
Application
Campus Level Pre-Project Summary
Internship Goals (3)
Adm.
7.1
7.1
Adm.
Adm.
Adm.
First class
9/20
9/20
Mentor/Intern Feedback Form
AEIS 3 yr study
Report practice test results from Dr. Wilmore’s book
Report practice test results from the Preparation Guide from SBEC
Mentor/Intern Feedback Form
Book Who Said School Administration Would be Fun?
Mentor/Intern Feedback Form
7.4
Adm.
Adm.
6.1
1.5
Adm.
Adm.
6.6, 7.4
9/9/20
11/15
11/15
11/15
11/15
11/15
12/3
Resume
Post Project Summary
Time Log—250 hours
Adm.
7.2
7.1.
Adm.
1-9
Adm.
Adm.=Administrative activities that address individual needs of the candidate.
11/15
12/3
12/3
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Grade Calculation: EDAD 5389 is a Pass/Not Pass Class
Probationary Certification.
http://www.uta.edu/coed/educleadership/probationary.php
A student must be currently enrolled and maintain continuous enrollment in the College of Education and UT
Arlington while on a probationary certificate or to receive a probationary certificate extension. Example: You obtain your probationary certificate your last semester of your program. As required by TEA, you must
continue to enroll in the internship while on a probationary certificate. Reminder: students must pass the
Principal TExES and apply for state certification with the State Board of Educator Certification/Texas Education
Agency within six months of the completion of their program. If a student allows the six months period to go by without passing the Principal TExES and applying for certification, additional coursework and/or state exams will be required for recommendation for certification. Additional coursework will be determined by the appropriate
Program Director in consultation with the faculty.
Class Attendance
Students will attend all class meetings, be on time and not leave early without approval from the professor. Class attendance is required and roll will be taken. If you must be absent or tardy, let the instructor know in advance if at all possible. Students are expected to arrive on time and stay for the entire class period. These requirements are in line with the professional attitudes expected in the field of education in both the university and school setting. Late arrivals to class are a disruption to your peers and to the instructor.
Drop Policy: Students may drop or swap (adding and dropping a class concurrently) classes through self-service in MyMav from the beginning of the registration period through the late registration period. After the late registration period, students must see their academic advisor to drop a class or withdraw. Undeclared students must see an advisor in the University Advising Center. Drops can continue through a point two-thirds of the way through the term or session. It is the student's responsibility to officially withdraw if they do not plan to attend after registering. Students will not be automatically dropped for non-attendance. Repayment of certain types of financial aid administered through the University may be required as the result of dropping classes or withdrawing. Contact the Financial Aid Office for more information.
Americans with Disabilities Act: The University of Texas at Arlington is on record as being committed to both the spirit and letter of all federal equal opportunity legislation, including the Americans with Disabilities Act (ADA).
All instructors at UT Arlington are required by law to provide "reasonable accommodations" to students with disabilities, so as not to discriminate on the basis of that disability. Any student requiring an accommodation for this course must provide the instructor with official documentation in the form of a letter certified by the staff in the Office for Students with Disabilities, University Hall 102. Only those students who have officially documented a need for an accommodation will have their request honored. Information regarding diagnostic criteria and policies for obtaining disability-based academic accommodations can be found at www.uta.edu/disability or by calling the Office for Students with Disabilities at (817) 272-3364.
Academic Integrity: It is the philosophy of The University of Texas at Arlington that academic dishonesty is a completely unacceptable mode of conduct and will not be tolerated in any form. All persons involved in academic dishonesty will be disciplined in accordance with University regulations and procedures. Discipline may include suspension or expulsion from the University. According to the UT System Regents’ Rule 50101, §2.2,
"Scholastic dishonesty includes but is not limited to cheating, plagiarism, collusion, the submission for credit of any work or materials that are attributable in whole or in part to another person, taking an examination for another person, any act designed to give unfair advantage to a student or the attempt to commit such acts."
Student Support Services Available: The University of Texas at Arlington provides a variety of resources and programs designed to help students develop academic skills, deal with personal situations, and better understand concepts and information related to their courses. These resources include tutoring, major-based learning centers, developmental education, advising and mentoring, personal counseling, and federally funded programs. For
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individualized referrals to resources for any reason, students may contact the Maverick Resource Hotline at 817-
272-6107 or visit www.uta.edu/resources for more information.
Electronic Communication Policy: The University of Texas at Arlington has adopted the University “MavMail” address as the sole official means of communication with students. MavMail is used to remind students of important deadlines, advertise events and activities, and permit the University to conduct official transactions exclusively by electronic means. For example, important information concerning registration, financial aid, payment of bills, and graduation are now sent to students through the MavMail system. All students are assigned a MavMail account. Students are responsible for checking their MavMail regularly. Information about activating and using MavMail is available at http://www.uta.edu/oit/email/ . There is no additional charge to students for using this account, and it remains active even after they graduate from UT Arlington.
Sample Resume: A resume is usually one page in length. It does not include your references. You list all entries from current to past. Print the heading in a color that will get attention. The rest should be black. Use off white paper. Do not use colored paper.
John Garza
232 Bluebird Lane
Houston, TX 77555
713-555-5555
Professional email address ( sweetypie79@aol.com
is bad!)
Objective:
To serve the Jones Public Schools by responsibly and professionally directing all operations as campus administrator.
Education and Training
Master of Education in Educational Leadership and Policy Studies—University of
Texas at Arlington, August 2009
Bachelor of Science in English—University of North Texas, May 2000
ESL Endorsement, 2002
Employment History:
August 2003 – Current English Instructor at the Southeast Campus of Tarrant
County College, Ft. Worth, TX
August 2000 – August 2003 English Teacher at Lewisville High School, Lewisville,
TX
Areas of Strength:
List those areas that could influence the interview team.
Example: Received $1,000.00 Grant to develop relationship of the English
References on request:
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Intern Name:
Practicum Site:
Prepared for the week of__________________________________________________________
Instructions: This form may be used to facilitate communication among the intern, her/his mentor, and the instructor. The intern is to respond to the following prompts. Interns are expected to be responsible for completing their own forms in consultation with their mentor.
It is expected that a conference discussion will take place between the intern and the mentor in order to sufficiently encourage regular consultation through the assistance of this structured dialogue once per week. The primary purpose for using this form is to provide regular, specific, and concrete feedback toward enhancing the interns performance at the field based site.
I.
Please submit a copy of your completed Intern Feedback Form four times each semester.
Name the tasks that you as intern worked on this week:
II. Identify the tasks that you accomplished this week:
MENTOR & INTERN FEEDBACK FORM
III. What new experience did you have during the above week? With which of the nine TExES
Competencies did this experience relate?
IV. How did you act or react to the new experience?
High Points
Challenge Points
Observations:
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