Purdue University School of Education Department of Educational Foundations and Administration EDFA 695 Internship in Educational Administration Spring Semester 2004 Dr. James L Auter Associate Professor Department of Educational Studies 1446 Beering LAEB, Purdue University, West Lafayette, IN 47907-1446 e-mail: [email protected] (765) 494-7346-desk; 494-7299-EDFA Office; 765-538-2987-home; Fax: 496-1228 Office: 5134 Beering LAEB Course Description: This course provides for an internship in educational administration. Selected Knowledge, Performances and Dispositions from the Indiana Professional Standards Board (IPSB) Standards for building level and district level administrators are addressed in this course depending upon the level in which one is seeking certification. Emphasis is on “bringing theory to practice”. There is also special emphasis placed on Standard # 4 Communication and Collaboration with Communities. Course Objectives: A scientist-practitioner model of professional preparation is practiced in the Department of Educational Studies within the School of Education (see the Model for Professional Preparation at http://www.soe.purdue.edu/Teacher_Education_2002/). This course will address the key components of the model by requiring students to: Think critically and reflectively. Synthesize, create, and communicate knowledge. Engage in professional development. Participate actively in the profession. Upon completion of this course the student shall demonstrate all of the knowledge, performances, and dispositions associated with the Indiana Professional Standards Board as follows: Standard #4: Communication and Collaboration with Communities, A Building/District Administrator is an educational leader who guides, facilitates, and supports the success of all learners by practicing open, two-way communication and using collaborative strategies that respond to diverse community interests and needs.Standards #1-3 and #5-6 for Building Level Administrators (also Standards# 7 & 8 for District Level Administrators): Students will select Indiana Professional Standards Board Performances, Knowledge and Dispositions supporting these standards according to their individual developmental needs. As students engage in internship observations, activities and class requirements they should keep in mind the Standards and their related knowledge, performances and dispositions. Thought should be given to how they might demonstrate that they have acquired them within their Professional Portfolio as required by the Indiana Professional Standards Board (IPSB) for license renewal. TEXTS: None: REFERENCES: American Psychological Association. (1994). Publication manual. (4th edition, 5th edition when available). Washington, D.C.: Author. Daresh, John C. and Capasso, Ronald L. (2001). The School Administrator Internship Handbook. Thousand Oaks, CA. Corwin Press Inc. Hoyle, John R, English, Fenwick W., and Steffy, Betty E. (1998). Skills for Successful 21st Century School Leaders. Arlington, VA. American Association of School Administrators. Morgan, P. Lena, Gibbs, Albert S., Hertzog, C. Jay, and Wylie, Virginia (2001). The Educational Leader’s Internship – Meeting New Standards. Lanham, MD. Scarecrow Press, Inc. Purdue University Model for Professional Preparation (1999). http://www.soe/purdue.edu/Teacher_Education_2002/ Bi-weekly Log Students are required to submit a log of observations and activities bi-weekly. Logs should be corroborated by the appropriate paperwork produced by various activities, and should correspond to the selected Performances, Knowledge and Dispositions. It is important that the logs be turned in on the dates listed in the intern calendar. The logs and attendant paperwork will be a factor in assigning the final grade for the course. (55 points)Standards Papers Students are required to complete papers in which they analyze each of the standards and identify the elements of the standards that one must understand to become an effective school leader. Instructions for these papers are included in the intern information packet. The papers are handed in to the on-site supervisor for feedback, and then forwarded to the university supervisor for additional feedback. Papers are to be submitted as listed in the course calendar. (30 points) Case Study Students are required to write case studies based on experiences in the administrative internship. Students will be scheduled to post their case study on the Purdue University EDFA 695 WebCT site according to a calendar to be determined when the class roster has been determined. All students in the course are expected to comment on each case study posted in a timely fashion. (10 points) Class Participation It is imperative that everyone participate in the class discussions and group activities both face-to-face and on-line using WebCT. We learn from each other and one way to accomplish that is to interact and offer our own reflections and experiences on various topics in the course. In order to actively encourage interaction and participation 10% of your grade will be based on your participation. (5 points) COURSE GRADING There will be no exams. Grades will be earned on the basis of points as listed in the section above (in boldface type) and weighted as follows: A = 95-100 B = 85-94 C = 75-84 D = 65-74 F = Less than 65SUPERVISED FIELD EXPERIENCE CHECKLIST Student Name Phone Contact Dates: Personal Visit Dates: Due Date On Campus Meeting (BRNG) 01/13/04 Personal Goals and Objectives 01/13/04 Standards- selected Performances, Knowledge & Dispositions check list 01/20/04 Experience Logs 1. 01/23/04 2. 02/06/04 3. 02/20/04 4. 03/05/04 5. 03/26/04 6. 04/09/04 7. 04/23/04 8. 05/07/04 Standards Papers Standard # 1 01/30/04 Standard # 2 02/13/04 Standard # 3 02/27/04 Standard # 4 03/12/04 Standard # 5 04/02/04 Standard # 6 04/16/04 Standards #7 & 8 04/30/04 On Site Supervisor’s Evaluation 04/30/04 Self Evaluation of Internship