Fall 2005--1 Purdue University College of Education Educational Leadership and Cultural Foundations EDFA 695 Internship in Educational Administration Fall Semester 2005 Dr. William McInerney Professor Department of Educational Studies 1446 Beering LAEB, Purdue University, West Lafayette, IN 47907-1446 e-mail: [email protected] (765) 494-9731: desk; 494-7299: ELCF Office; Fax: 496-1228 Office: 5140 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 College of Education. 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. Special attention will be given in this course to 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. 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 students might demonstrate that they have acquired the standards within their Professional Portfolio as required by the Indiana Professional Standards Board (IPSB) for license renewal. Texts None:Fall 2005--2 References American Psychological Association. (1994). Publication manual. (5th edition). Washington, D.C.: Author. Daresh, J. C. and Capasso, R. L. (2001). The school administrator internship handbook. Thousand Oaks, CA. Corwin Press Inc. Hoyle, J. R; English, F. W.; and Steffy, B. E. (1998). Skills for successful 21st century school leaders. Arlington, VA. American Association of School Administrators. Morgan, P. L.; Gibbs, A. S.; Hertzog, C. J.; and Wylie, V. (2001). The educational leader’s internship: Meeting new standards. Lanham, MD. Scarecrow Press, Inc. 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 for additional 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 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 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)Fall 2005--3 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 65 Due Dates On Campus Meeting (BRNG) TBA Personal Goals and Objectives 09/02/05 Standards- selected Performances, Knowledge & Dispositions check list 9/09/05 Experience Logs: 1. 09/12/05 2. 09/26/05 3. 10/10/05 4. 10/24/05 5. 11/07/05 6. 11/21/05 7. 12/05/05 Standards Papers Standard # 1 09/16/05 Standard # 2 10/07/05 Standard # 3 10/21/05 Standard # 4 11/04/05