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Purdue EDST 69400 - Course Syllabus

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Purdue University School of Education Educational Leadership & Cultural Foundations EDST 694 Internship in Educational Leadership Fall Semester 2008 Dr. Jim Freeland Visiting Professor Department of Educational Studies 1446 Beering Hall, Purdue University, West Lafayette, IN 47907-1446 e-mail: [email protected] (765) 494-oo94-desk; 494-7299-EDST Office; 812-363-3904cell; Fax: 496-1228 Office: 5135 Beering Hall 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 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 mastery of all of the knowledge, performances, and dispositions associated with the Indiana Professional Standards Board Standards for School Administrators 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/ 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/Log Students in their first semester of internship 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 foradditional feedback. Papers are to be submitted as listed in the course calendar. Students in the second semester of their internship are to keep a journal to assist with keeping focus on the Standards and their learning. The journal is a place to record skill and concept development as well as the leadership growth experience. It is important to reflect on the learning plan that was developed and record the reflections. The journal is the place to tie all of the learning experiences together. It is also helpful to record feelings and perceptions into words. This effort will serve to further enhance the internship learning experience and create a history of growth. The journal is a personal document to be reviewed with the university supervisor toward the end of the semester. (30 points) Case Study Students are required to write a case study based on experiences in the administrative internship. Students will be scheduled to post their case study on the Purdue University EDFA 695 Blackboard site according to a calendar to be determined when the class roster has been finalized. 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 Blackboard.. We learn from each other and the only 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) Academic Dishonesty Cheating: All written work submitted for a grade in this course must be the product of your own composition. Papers and assignments written by previous students in the class can be tracked, and use of them by another student is considered cheating. Ideas generated due to reading and group discussion may provide the inspiration for your work but should not be the sole ideas represented. With collaborative projects, of course, ideas should be representative of the group’s

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