Argosy University
COURSE SYLLABUS
E6950
Educational Leadership Internship
Faculty Information
Faculty Name: Alvin Lubov
Campus: Chicago
Contact Information: (312)342 6116
Office Hours:
Short Faculty Bio:
Course description:
This course is designed to be a collaborative and supervised internship experience among the university, the intern/candidate, and the cooperating school administrator in K–12 public or private school setting. This experience is personalized to each intern/candidate relative to the skills, knowledge, and dispositions of the national school leadership standards. Participation in this internship experience under the direction of the Education program is required.
Course Pre-requisites: All master’s degree core courses; can be concurrently enrolled in E6925 Capstone Project.
Required Textbook:
Cunningham, W. G. (2007). A handbook for educational leadership interns: A rite of passage. Boston, MA. Pearson. ISBN: 0205464238
Argosy University College of Education MAEd Certification Preparation Program Handbook.
American Psychological Association. (2001). Publication manual of the American Psychological Association (5th ed.). Washington, D.C.: Author. ISBN: 1557987912
Course length: 7.5 Weeks
Contact Hours: 45 Hours
Credit Value: 3.0
Program Outcomes:
1.0 Research and Theory - Educational Leaders make decisions based on research and supported theory. They apply their knowledge and skills to:
1.1 Analyze Achievement Data - Analyze student achievement data for instructional improvement.
1.2 Improve Achievement - Improve teaching and learning through sound educational research and best practices.
1.3 Make Decisions - Make decisions at the building level about organization and operations, curriculum, instructional strategies, educational practices and materials, assessment, professional development that are based on sound research, strategic planning processes, best practice, institutional data and other contextual information.
1.4 Professional Development - Demonstrate knowledge of the role of research in professional development of faculty and students.
2.0 Communication and Informational Literacy - Educational Leaders effectively communicate a vision of educational excellence to the learning community. They apply their oral and written language skills and their knowledge of informational literacy and organizational communication to:
2.1 Oral and written communication - Orally or in writing, present educational documents (including recommendations, critiques or justifications) that are clear, concise, organized and well supported in a professional manner using media, including technology, appropriate to the education context and audience.
2.2 Organizational Communication - Build trust, gauge climate, assess perceptions, facilitate system processes associated with organizational communication and the promotion of a positive learning culture.
2.3 Information and other Literacies - Effectively support improved achievement, communicate educational messages and promote harmony, using multiple literacies (including information technology, knowledge of media, conflict resolution, emotional intelligence, etc.).
2.4 Accountability and Institutional Research
2.4.1 Use and promote the use of a broad range of software applications or Web-based tools to facilitate systematic investigation, to enrich curriculum and instruction, to monitor instructional practices and to provide staff the assistance needed for improvement.
2.4.2 Use technology to measure, assess, and evaluate information related to institutional performance effectiveness and accountability.
3.0 Critical Thinking/Problem Solving - Educational Leaders develop systems to check their own thinking, to reflect on present and past practices in considering the future and to analyze complex issues and to evaluate potential solutions. They apply their knowledge and skills to:
3.1 Critical Thinking - Analyze complex contemporary problems at the building level by gathering and assessing relevant information, considering open-minded alternatives, and presenting well-reasoned solutions and conclusions.
4.0 Collaboration - Educational Leaders promote democratic values and social justice by respecting the ideas and gifts of those with whose care they are charged. They continuously seek improvement and apply their knowledge and skills to:
4.1 Teambuilding - Build cooperation within and among the various constituencies of educational communities (students, teachers, families, businesses, governmental agencies, social service organizations, media and higher education institutions) to design, implement and evaluate meaningful and effective actions directed at improved student achievement.
4.2 Families and Community - Work with families and various stakeholders of the educational community in addressing, selecting and implementing an optimal course of action to deal with the issues that face educational communities, including, but not limited to, resource acquisition and management, policy development and analysis, program development and evaluation, staff selection and development, institution-community relations, and curriculum development.
5.0 Educational Leadership - Educational Leaders have an evolved leadership style that supports the development of others, is harmonious with democratic principles and best educational practices and focuses on student achievement as the ultimate goal of the learning community. They apply their knowledge and skills to:
5.1 Leading and Managing - Lead and manage organization operations and resources in a way that promotes a safe, efficient and effective learning environment.
5.2 Motivating, Coaching and Delegating - Train, coach, delegate, and motivate faculty, staff, students, parents and other members of the educational community to promote a safe, efficient and effective learning environment..
5.3 Supervision - Supervise the performance of students, instructional staff and support staff using a variety of supervisory models.
5.4 Professionalism - Lead and manage within a personal work ethic and the educational dispositions that reflect national leadership standards.
5.5 Stewardship - Facilitate the development, articulation, implementation and stewardship of an institutional vision of learning supported by the community.
5.6 Broader Educational Community - Promote the success of all students by understanding, responding to and actively influencing the larger political, social, economic, legal and cultural contexts of education on the local, state and national levels.
5.7 Curriculum, Instruction and Assessment - Lead activities to improve instructional practices and curricular materials to fully accommodate learners’ diverse needs.
5.8 Change and Reform - Manage educational change and reform through research-based leadership strategies.
6.0 Ethics/Principles - Educational Leaders are bold in exhibiting and expecting accountability in integrity, fairness and ethical behavior. Their actions:
6.1 Integrity - Demonstrate a respect for the rights of others with regard to confidentiality and dignity and engage in honest interactions.
6.2 Fairness - Demonstrate their ability to combine impartiality, sensitivity to diversity and ethical consideration in interacting with all constituencies.
6.3 Ethical behavior - Demonstrate the personal and professional values of their organizations and the ideals of our democratic society.
7.0 Diversity - Educational Leaders appreciate the value of every individual and are committed to their success. They apply their knowledge and skills at the school level to:
7.1 Leading - Design and implement educational policies, instruction and curricular reform that reflect societal pluralism to create a culture that promotes respect and success for all students.
7.2 Research and Theory - Apply human development research theory, proven learning and motivational theories, and concern for diversity to the leadership process.
8.0 Interpersonal Effectiveness - Students will develop positive relationship skills that promote personal and ethical professional development via effective communication, encouragement, empathy, respect for others, self-awareness, and other-awareness.
8.1 Demonstrate effective speaking and empathic listening skills to promote the growth of self and others and to effect change.
8.2 Solicit and utilize feedback to build and maintain interpersonal and organizational relationships.
8.3 Facilitate consensus building among key stakeholders in interpersonal and organizational relationships.
8.4 Use effective communication skills to reduce conflict.
8.5 Analyze the impact of technological advances on interpersonal and organizational relationships.
8.6 Utilize effective communication and relationship skills in order to promote the growth of others and effect change.
8.7 Assess nonverbal communication in interpersonal and organizational relationships.
Course Objectives:
1. Collaborate with site and university supervisors to design an individualized internship plan, promoting the success of all students through indicators in the ISLLC standards. (Program Outcomes: 1.1, 1.2, 1.3, 1.4, 2.1, 2.2, 2.3, 2.4, 3.1, 4.1, 8.1, 8.2, 8.3, 8.4, 8.6, 8.7; ISLLC Standard: 1)
2. Apply theory and best practices in educational administration and supervisory settings to the activities in the internship. (Program Outcomes: 1.2, 2.4, 3.1, 5.1, 5.2., 5.3, 5.4, 5.5, 5.6, 5.7, 5.8, 7.2; ISLLC Standard: 2)
3. Evaluate internship performance at the mid-point and conclusion of the internship using reflection and assessment tools specified in the internship plan. (Program Outcomes: 2.1, 2.2, 2.3, 2.4, 4.1, 4.2, 5.1, 5.2, 5.3, 5.4, 5.5, 5.6, 5.7, 5.8, 6.1, 6.2, 6.3, 7.1, 8.1, 8.2, 8.3, 8.4, 8.5, 8.6, 8.7; ISLLC Standards: 3, 4, 5, 6)
4. Create a standards-based electronic portfolio that provides evidence of administrative knowledge, skills, and development through artifacts, assessments, and reflections. (Program Outcome: 3.1; ISLCC Standards: 1, 2, 3, 4, 5, 6)
Field Experience
Candidates for certification programs in Argosy University’s College of Education are expected to complete their field experiences in a variety of settings that demonstrate diversity with regard to multiple dimensions. These dimensions include but are not limited to: field experience site demographics (e.g., size, racial and ethnic breakdown, exceptional students), purpose and stakeholder groups served (e.g., a prison school), geographic location (e.g., urban, rural, suburban), and available resources (e.g., technology-rich or technology-poor). To ensure diversity of sites, candidates are expected to record the demographic variables and characteristics of each setting in which they complete a field experience. At least 51% of candidates’ field and internship experiences must be completed in public schools.
Assignment Table:
Week / Topics / Readings / Assignments1 / Planning Internship / AU Handbook / 1.1. Schedule a joint meeting with your site and university supervisors to develop a proposed plan for your internship. Use ISLLC standards upon which to focus your internship activities, and tailor the plan to your strengths and your site’s needs.
2 / Portfolio / AU Handbook
Cunningham
§ Chapter 7: Successful Site and Mentor Selection / 2.1. Follow the outline on page 18 of the AU Handbook to begin gathering artifacts for your portfolio.
2.2. Complete Forms 7.1 (General Characteristics of the Site and Administrator), 7.2 (Getting Started Checklist), and 7.3 (Preparing for a New Intern) in the Cunningham textbook.
2.3. Begin your internship activities.
3 / Portfolio Additions / AU Handbook
Cunningham
§ Chapter 8: Planning Internship Activities
/ 3.1. Complete Forms 8.1 (Administrative Skills Assessment Instrument) and 8.2 (Intern Experiences Pre-Planning Worksheet) in the Cunningham textbook.
4 / Internship Activities / Cunningham
§ Chapter 2: Internship Components and Course Scaffolding
/ 4.1. Work on the activities specified in the agreed upon internship plan; use Form 2.1 (Work Log) in the Cunningham textbook for recording.
5 / Midpoint Formative Assessment / Cunningham
§ Chapter 2: Internship Components and Course Scaffolding
/ 5.1. Complete Form 2.2 (Intern’s Formative Assessment and Conference Form) with your supervisors.
6 / Internship Tools / Cunningham
§ Chapter 10: Managing Your Time as an Intern
§ Chapter 11: Conducting Effective Meetings
§ Chapter 12: Achieving, Recognizing, and Presenting Work
§ Chapter 13: Conflict and Crisis Management
/ 6.1. Continue activities and portfolio development based upon midterm evaluation.
7 / Summative Internship Activities
/ 7.1. Wrap up internship activities and finalize portfolio.
8 / Summative Assessment / Cunningham
§ Chapter 2: Internship Components and Course Scaffolding
/ 8.1. Complete Form 2.4 (Performance Standards for Prospective Principals) in a joint meeting with your supervisors.
8.2. Present your completed portfolio to your peers.
Grading Criteria
Grading Scale
A / 100 – 93A- / 92 – 90
B+ / 89 – 88
B / 87 – 83
B- / 82 – 80
C+ / 79 – 78
C / 77 - 73
C- / 72 – 70
D+ / 69 – 68
D / 67 – 63
D- / 62 – 60
F / 59 and below
Grading requirements
Assignments / % of Course Grade / RubricAttendance/participation on site & with supervisors (work log) / 20% / 5
Internship Plan / 10% / 1, 17
Portfolio / 30% / Page 24 in handbook
Portfolio Presentation / 10% / 15, 16
Formative Assessment / 15% / 8, Form 2.2 in text
Summative Assessment / 15% / 10, Form 2.4 in text
Pass/Fail
80 %↑
Library
All resources in Argosy University’s online collection are available through the Internet. The campus librarian will provide students with links, user IDs, and passwords.
Library Resources: Argosy University’s core online collection features nearly 21,000 full-text journals and 23,000 electronic books and other content covering all academic subject areas including Business & Economics, Career & General Education, Computers, Engineering & Applied Science, Humanities, Science, Medicine & Allied Health, and Social & Behavior Sciences. Many titles are directly accessible through the Online Public Access Catalog athttp://library.argosy.edu. Detailed descriptions of online resources are located at http://library.argosy.edu/misc/onlinedblist.html.
In addition to online resources, Argosy University’s onsite collections contain a wealth of subject-specific research materials searchable in the Online Public Access Catalog. Catalog searching is easily limited to individual campus collections. Alternatively, students can search combined collections of all Argosy University Libraries. Students are encouraged to seek research and reference assistance from campus librarians.
Information Literacy: Argosy University’s Information Literacy Tutorial was developed to teach students fundamental and transferable research skills. The tutorial consists of five modules where students learn to select sources appropriate for academic-level research, search periodical indexes and search engines, and evaluate and cite information. In the tutorial, students study concepts and practice them through interactions. At the conclusion of each module, they can test their comprehension and receive immediate feedback. Each module takes less than 20 minutes to complete. Please view the tutorial at http://library.argosy.edu/infolit/.
Academic Policies
Academic Dishonesty/Plagiarism: In an effort to foster a spirit of honesty and integrity during the learning process, Argosy University requires that the submission of all course assignments represent the original work produced by that student. All sources must be documented through normal scholarly references/citations and all work must be submitted using the Publication Manual of the American Psychological Association, 5th Edition (2001). Washington DC: American Psychological Association (APA) format. Please refer to Appendix A in the Publication Manual of the American Psychological Association, 5th Edition for thesis and paper format. Students are encouraged to purchase this manual (required in some courses) and become familiar with its content as well as consult the Argosy University catalog for further information regarding academic dishonesty and plagiarism.