College of Education
Department of Leadership and Secondary Education
EDIL 610—Practicum in School Administration (Principal)
INSTRUCTOR: David Barnett
PHONE: 606) 783-9378
E-MAIL: d.barnett@moreheadstate.edu
OFFICE: Ginger Hall 503
Practicum Requirements - Checksheet
Cooperating Administrator Information Form
Evaluation Form - To be completed by cooperating administrators
Evaluation Form - To be completed by student
Course
description:
This course provides students an opportunity to understand the role of
the principal with an emphasis on changes in society and in the school through
time spent interacting with practicing school administrators at school site
locations.
Conceptual
Framework for Educator Preparation Program:
“Educators as Architects – Designing Environments Where Students
Construct Knowledge and Develop Skills” is the conceptual framework upon which
the
Objectives:
A.
To develop and understanding for the
importance of the school principal position
B. To develop and understanding of this
position at the different levels of schooling.
C.
To become familiar with some of the
literature and research related to school
Method
of Instruction:
This course is designed to be
collaborative and reflective, with students taking responsibility for
participation in, and to some extent, leading class discussions on topics that
they have been assigned and/or have researched. Assigned materials, including
supplemental resources, must be read prior to class sessions so that students
are prepared to actively participate in class sessions.
Method
of Evaluation:
The grade of "A" indicates
that all requirements are exceeded with superior quality work. The grade of
"B" indicates that all requirements are met with work at an above
average level for graduate students. The
grade of “C” indicates that some of the requirements are met with work at an
average level for graduate students.
PREREQUISITES:
In
order to take this course the student of Instructional Leadership needs to meet
the following requirements:
Be
admitted to the program in School Administration.
Have
taken at least 4 courses in Level 1 of the program.
Permission
of the advisor and/or instructor.
COURSE
DESCRIPTION:
This practicum course is outlined as a shared school-university
responsibility. Content presented in Educational Leadership courses are
integrated with practical knowledge in field-based settings.
Some training prescribed by the Kentucky Department of Education, for
first year principals, will be incorporated into the course. This course is
student focused rather than instructor dominated. This will place the
responsibility for learning on the students.
The quality of the practicum experiences relies to a large extent on the
relationship between the practicum student and the cooperating administrators.
The experiences can provide opportunities for professional and organizational
socialization (understanding administrator values) and technical competency (how
things are done). Identifying an exemplary principal with whom you will work is
extremely important.
Practicum activities are designed to provide experiences relevant to
building a professional portfolio that provides opportunities for students to
showcase their skills at
managing
and leading schools. This course
emphasizes “Performances”, “Knowledge” and “Dispositions” as
described on the Interstate
School Leaders Licensure Consortium
Standards (ISLLC)
adopted by the Kentucky Department of Education Professional Standards Board.
UPON
COMPLETION OF THE COURSE THE STUDENTS WILL BE ABLE TO:
Make
the transition from teacher to principal.
Develop
an awareness of “best practices” related to roles and responsibilities.
Assess
personal and professional qualities related to leadership
Become
aware of resources school principals have access to.
Simulate
decision-making processes related to the instructional leader.
Present
a high-quality portfolio to prospective employers.
ATTENDANCE
1. The student is expected to attend all classes as genuine and informed participation is a criterion for a grade in the course. Students who are unable to attend class because of illness, a death in the immediate family, professional obligations, religious holidays or other circumstances which the instructor finds reasonable cause for non attendance must inform the instructor in advance of class meetings. If possible, students missing class must provide the instructor with advance notices
2.
Excused absences may be made up in one of the following ways:
a) With the approval of the instructor students may add three hours to the required 50 shadowing hours required. Students will be expected to complete activities during these added three hours that reflect the content of the missed class session. (A maximum of three class meetings may be made up in this way.)
b)
Complete a summary paper of the content presented for the session the
student missed. The summary paper
must be written APA style, a minimum of four pages (excluding the reference
page), double space, 12 font, and have a minimum of three references.
STANDARDS
FOR WRITTEN WORK:
All written work must be typed or produced on a word processor. APA style is required. The student’s grade will be based upon the instructor's and Principal/Practicum Supervisor's judgment regarding the quality of performance in the areas noted below.
EVALUATION:
1. Principals shadowing 30% (Principal/Supervisors' evaluation)
2. Practicum Project 20% (Instructor's evaluation)
3. Portfolio 40% (Instructor's evaluation)
4. In class activities 10% (Instructor's evaluation)
EXAMINATIONS:
No examinations will be given. Student evaluations will be performance-based.
MODE OF INSTRUCTION:
2. Seminar discussions that coincide with ISLLC standards
3. At least one site visit by the instructor
4. Simulations (mock interviews)
PORTFOLIOS:
All students in the program will prepare a portfolio arranged according to ISLLC Standards. The portfolio will be reviewed by the instructor at the end of the course and should contain work reflective of the student’s leadership abilities related to each standard.
Students are expected to come to class to participate in the discussion over the assigned material. Additionally, since this is a course focusing on leadership students may be asked to lead the discussion over the assigned material with no additional advanced notice.
The class schedule will be posted on Blackboard.
TEXTBOOKS
REQUIRED:
1.
“Preparing for Educational Administration Using Case Analysis”,
Hanson, Karen L.
2.
“Practicing the Art of Leadership: A problem-based Approach to
Implementing the ISLLC
Standards”. Leon
Green, Reginald Merrill
Prentice Hall.
RATIONALE
FOR FIELD EXPERIENCES:
The field experience will be with 3 cooperating school administrators who have successfully completed a minimum of three (3) years at the principal’s level and are approved by the professor teaching this course. It is the intent of this course to provide the advanced graduate student in Educational Administration the opportunity for a more holistic approach to administrative development than is normally afforded through classroom course offerings. In addition, the student might be encouraged to experiment with his/her own learning processes and to develop increased awareness of how he/she learns most effectively.
GENERAL OBJECTIVES FOR THE PRACTICUM EXPERIENCES:
The general objectives of the administrative practicum experiences are to provide the student with an opportunity to participate in supervised on-the-job experiences, which would better prepare the student for an administrative career. Specifically, purposes of the instructional leadership practicum are:
1. To provide the student with specific administrative area training while he/she gains an understanding of the total broad range of educational administration activities and responsibilities.
2. To allow the student to apply administrative theory to practical administration.
3. To instill in the student an understanding of the Code of Ethics of the Education Profession and the Code of Ethics for School Administrators.
4. To provide the student with a more comprehensive view of educational administration.
5. To aid the student in gaining self-assurance in administrative decision-making through testing theories and ideas.
6. To provide opportunities for students to practice the competencies indicated in the new Standards for Administrator.
GENERAL AND SPECIFIC REQUIREMENTS:
Hold a valid teaching certificate. Have completed approximately two-thirds (2/3) of the required course work of the principal’s program.
Secure commitment from the local school administrator or other agency for a practicum assignment with an appropriate cooperating administrator.
Secure approval from the educational administration advisor prior to registration for the practicum.
Spend the equivalent of 50 hours for one semester with the assigned cooperating administrator(s) or doing assigned tasks related to the practicum. The 50 hours must be divided as follows:
10 hours at the level where the student works
20 hours at each one of the other levels.
Prepare a log of activities covering the practicum, drawing conclusions from the experiences gained in this endeavor, and making recommendations where warranted. Copies of the log should be submitted to the supervising professor as designated. These copies should be dated and signed by the student and the cooperating administrator.
Develop a major project and the activities necessary to complete the project during the semester. Approval must be obtained from the supervising professor.
Attend any designated practicum meetings, which may be required.
THE
COOPERATING ADMINISTRATOR:
Each cooperating administrator works closely with the student, schedules conferences regularly, and devotes a sufficient amount of time to assist the student in work assignments to assure adequate opportunities for development.
The cooperating administrator also evaluates the student in consultation with the supervising professor. The student is limited to only five (5) hours for duty assignments such as bus, cafeteria, etc. which will count toward the 50 hours required.
THE
UNIVERSITY SUPERVISOR:
The university supervisor performs four essential activities in the practicum: planning, coordinating, supporting, and evaluating. The supervisor may periodically visit on the site for consultation with the student and/or the cooperating administrator.
EVALUATION:
At the conclusion of the semester, the student will be evaluated by the supervising professor. Evaluation will be made on the basis of the following:
a. Leadership ability expressed during the practicum period.
b. Ability to identify, define and solve problems.
c. Understanding of the instructional program and philosophy of the school or agency
d. Quality of activity log
e. Quality of projects
f. Evidence of skill in evaluation of programs and personnel
g. Timely submission of required reports
h. Evaluation forms and data submitted by cooperating administrator
i. If applicable, quality of written memos and letters used to communicate with the supervising professor
ACTIVITY
AREAS:
Under the direction of the cooperating administrator, the student must work in at least ten and may work in all twelve of the following activity areas. The activities listed under each areas are representative of the types of experiences which may be included in the practicum.
ORGANIZATION
AND ADMINISTRATION
Study the administrative organization of the school district. Assist with the correspondence and suggest replies for letters. Prepare documents that are required in the cooperating administrator’s office. Study administrative uses of the computer.
FINANCE
Study the internal organization of the Business Office and how it relates to the overall operation of the school. Study the budget planning process and prepare actual or mock budgets. Examine the purchasing and accounting procedures.
PERSONNEL
Have knowledge of procedures used to employ and dismiss personnel, both professional and paraprofessional. Study the fringe benefits afforded personnel. Understand the various forms and records kept in the personnel office. Learn procedures for substitute teachers. Investigate and show understanding of the teacher evaluation process.
BUILDINGS
AND MAINTENANCE
Survey the building concerning the utilization of space and needed repairs. Study the equipment being used in the building and if more effective use might be obtained. Devise custodial work schedules.
SCHOOL-COMMUNITY
RELATIONS
Attend parent-teacher organization meetings. Attend various community meetings such as city council, zoning board, civic clubs, etc. Prepare news releases for the school to be printed in the local news media. Develop a plan whereby school and community relations might be improved.
CURRICULUM
PLANNING AND SUPERVISION
Study the curriculum in the school. Is it meeting the needs of the community? Make recommendations for curriculum change. Determine the process for curricular change. Observe classrooms and evaluate performance in comparison to objectives, curriculum guides, and/or skills continuum. Examine the five-year plan of the school district. Study the computer usage in the instructional program and curriculum development.
TRANSPORTATION
AND AUXILIARY SERVICES
Survey the transportation program of the school district. Learn the operation of the school cafeteria such as costs for food, labor, and the efficiency of the operation. Become familiar with other auxiliary services that may be part of the school system.
EDUCATION
AGENCIES AND PROFESSIONAL ORGANIZATIONS
Study various agencies that relate to the operation of the school such as the State Department of Education. Learn to know the professional associations that relate to the position in which you are doing your practicum. Become involved in these professional organizations.
BOARD-SUPERINTENDENT-PRINCIPAL
RELATIONS
Attend school board meetings and administrative conferences. Read board policy and handbooks. Understand the job description of the position at all levels.
(only one school board meeting permitted)
STUDENT
PERSONNEL
Be familiar with the grading system and be able to give data supporting the system. Review the existing student behavior policy. Set up a list of alternatives for handling discipline. Learn accounting and records systems used for students. Review current student handbooks.
RESEARCH
AND PROFESSIONAL STUDY
Visit other schools to compare programs. Locate and evaluate educational administration related websites. Help prepare a needs assessment for the district or school.
(only
5 hours permitted)
PLANNING
AND DECISION MAKING
Development of a training program or manual for principals on planning and decision making. Preparation and presentation of seminars on planning and decision-making. Development of a mini-textbook for a given aspect of planning and decision-making. Preparation of a personnel manual for a site on planning and decision-making.