University of North Texas
Department of Teacher Education and Administration
EDAD 5500, Educational Administration Internship
Instructor: John Brooks, Ed.D., Principal Lecturer
Office: Matthews Hall, 218B
Office Hours: Mondays-Wednesdays, 1:00 -5:00 p.m. or by appointment
E-mail:
Office phone: (940) 565-2951
(817) 832-8336 (cell)
(940) 565-5952 (fax)
Teaching Assistant: Inna Robitaille-Dolzhenko, M.S.
E-mail:
Educational Leadership
Educational Leadership Student Services Coordinator- Marilyn Deuble
E-mail:
Educational Leadership Program
Core Values and Beliefs: Graduates will have the knowledge, skills and motivation to accomplish the following:
Lead learning organizations
Engage ethically with the community
Advocate for diversity, equity and inclusion
Develop theory to practice solutions
About the Instructor
Dr. John Brooks, who joined UNT faculty as a lecturer in 2007, has his doctoral and master's degrees from East Texas State University (now TAMU-Commerce) and his bachelor's degree from North Texas State University (now UNT). A principal lecturer in Educational Leadership, he serves as director of the Southwest Securities/UNT Superintendent Certification Program. In 2009 he directed Universidad Internacional, a Spanish language and cultural acquisition leadership program for UNT students in Cuernavaca, and for three years was grant administrator of the Texas High School Project at UNT.
Course Description/ Rationale
The Administrative Internship follows the completion of the first four core courses, and serves as an introductory field work experience. The internship requires a minimum of 160 hours of experience at either an elementary, secondary, alternative, or central office site under the supervision of both a university supervisor and school district administrator. The goal of the administrative internship program is to provide an opportunity to broaden on-the job experience while working under the direction of an accomplished administrator. The administrative internship experiences are aligned with nine competency requirements and integrated with the ELCC standards. Interns plan activities cooperatively with a site-based supervisor based on requirements specified in the Internship Handbook, the individual candidate's experiences and needs, and the needs of the school site. (ELCC Standards 2.4, 7.1, 7.2, 7.3, 7.4,
7.5 , and 7.6)
College of Education Conceptual Framework
The Educator as Agent of Engaged Learning:
Improving the quality of education in Texas schools and elsewhere is the goal of programs for the education of educators at the University of North Texas. To achieve this goal, programs leading to administrator certification and advanced programs for educators at the University of North Texas 1) emphasize content, curricular, and pedagogical knowledge acquired through research and informed practice of the academic disciplines, 2) incorporate the Texas Principal Competencies for learner centered education, 3) feature collaboration across the university and with schools and other agencies in the design and delivery of programs, and 4) respond to the rapid demographic, social, and technological change in the United States and the world.
The educator as agent of engaged learning summarizes the conceptual framework for UNT's basic and advanced programs. This phrase reflects the directed action that arises from simultaneous commitment to academic knowledge bases and to learner- centered practice. "Engaged learning" signifies the deep interaction with worthwhile and appropriate content that occurs for each student in the classrooms of caring and competent educators. "Engaged learning" features the on-going interchange between teacher and student about knowledge and between school and community about what is worth knowing. This conceptual framework recognizes the relationship between UNT and the larger community in promoting the commitment of a diverse citizenry to life- long learning. In our work of developing educators as agents of engaged learning, we value active, meaningful, and continuous learning.
Key Elements of the Conceptual Framework
1. Content and curricular knowledge refer to the grounding of the educator in content knowledge and knowledge construction and in making curriculum meaningful.
2. Knowledge of teaching and assessment refers to the ability of the educator to plan, implement, and assess instruction in ways that consistently engage learners or, in
advanced programs, to provide leadership for development of programs that promote engagement of learners.
3. Promotion of equity for all learners refers to the skills and attitudes that enable the educator to advocate for all students within the framework of the school program.
4. Encouragement of diversity refers to the ability of the educator to appreciate and affirm formally and informally the various cultural heritages, unique endowments,
learning styles, interests, and needs of learners.
5. Professional communication refers to effective interpersonal and professional oral and written communication that includes appropriate applications of information technology.
6. Engaged professional learning refers to the educator's commitment to ethical practice and to continued learning and professional development.
Course Outcomes
Texas Principal Competencies
Our educational leadership program promotes mastery of the nine Texas Principal competencies. These are the competencies identified by our state as essential for school leadership. These competencies are closely aligned with national competencies for educator preparation programs (ISLLC and ELCC). This class addresses all of the Texas Principal Competencies. See the course menu for the link to a full listing of the 9 Texas Principal Competencies.
ISLLIC Standards
The courses in our program address all six ISLLIC standards as students move through the courses. In this course, you will make connections with some standards more than others. See appendix A and the course menu for a link to the full description of the ISLLIC standards.
Note: These standards are currently undergoing revision (expected to be released 2015). You can learn more about these standards by following this link. http://www.ucea.org/open-letter-to-ccsso-regarding-revisions-to-isllc-standards/
Required Materials and Resources:
Students must purchase TK-20. You will download most of your documents to the TK-20 application. You can obtain the program by going to: https://www.coe.unt.edu/tk20-campus-tools
You should have two copies of the booklet, Internship in Educational Administration. Give one copy to your cooperating administrator. It is your responsibility to complete all requirements by the assigned date. Failure to do so will be considered in your final grade. You may be required to drop the class if you fail to meet these requirements.
Experiences, performance assessments, level of proficiencies
Experiences
1. May 26, 2016 - Permission to begin to collect logged hours of administrative experience
2. May 26, 2016 - Attend the introductory meeting for the internship program. 5:30 pm Matthews Hall room 112.
3. From the day you get this syllabus until May 30, 2016 - Complete the Daily Routine Form, the Information Form, and a map to your site and send immediately to me. Coordinate dates with other interns and schedule the first site visit between May 30 and June 3, 2016 - (or prior to my visit) –
4. Complete the Plan of Action in a conference with your site administrator. This form should project your goals and objectives, programs, and products that will be your responsibility and the variety of activities you will participate in during the semester.
5. You will use the list of competencies and the general information booklet to plan your activities for the semester. An agreement on the time, that will be made available to you to complete the internship program, should be included.
6. Determine shadowing time to help you learn about duties and responsibilities important in administration.
May 30, 2016 - June 10, 2016 Schedule a meeting with your site supervisor and university supervisor to review the plan for your internship program. Coordinate these visits with other interns.
Complete and send an executive summary report to your university supervisor describing your participation at the school site, an evaluation of the internship at this point, and a summary of your hours. The report will be due three times during the semester. The reports are due June 24, 2016, July 22, 2016 and August 12, 2016.
A second scheduled site visit with the school cooperating administrator and the university supervisor will be planned between June 4, and June 24, 2016.
The third observation will occur at random throughout the term.
The following materials will be prepared during the semester and turned in at a final meeting scheduled for August 10, 2016 at 5:30 in Matthews Hall or Rudy’s barbeque:
· You should bring your interview summaries with principals (2) to this meeting.
· Activity Log -
(Maintain an activity log that lists the time you start and end your intern work each day. Tell the total time you spend in the intern activities for the day. Summarize your time by shadowing, project, or other activities. Provide a brief description of the activity and your responsibility. THIS MUST BE DOWNLOADED TO TK-20)
Format for log: is contained in TK-20
At the end of the intern experience give your administrator the evaluation form which has been signed and download it to TK -20. Or the cooperating administrator may send it in an envelope addressed to me.
Dr. John Brooks
University of North Texas
1155 Union Circle #310740
Denton, TX 76203-5017
6
6
At the end of the intern experience give your administrator the evaluation form which has been signed and download it to TK -20. Or the cooperating administrator may send it in an envelope addressed to me.
Dr. John Brooks
University of North Texas
1155 Union Circle #310740
Denton, TX 76203-501
1. Prepare a two-page, self-evaluation of the intern experience and evaluate your strengths and weaknesses as an administrator. Also discuss the utility, effectiveness, and overall impact of the tasks, projects, and activities involved in the intern experience.
2. Prepare a two-page description of your project and describe your involvement in this project.
3. Prepare the Plan of Action 2 and the Professional Development forms and review these forms with your administrator. This form is on the T-K20 System. Your mentor will need to sign these forms.
The final report is due at our final meeting on December 3, 2015. Your final report will be in the form of a project book and will include: Table of contents
Plan of action 1
Self-assessment
Goals and objectives Executive summaries (3)
Principal's Interviews (2)
Log of activities Shadowing report
Evidence of regional or state conference Project report
Internship evaluation Mentor Evaluation
Professional development plan
Plan of Action 2 Attachments and exhibits
I will file this report. Do not put it in a binder or place any materials you expect to be returned in this final report. You may staple it together. Make a copy of the materials for your own records.
Performance Assessments
The assessment of the Internship examines the candidate's ability to interact in the complex role of the principal by utilizing key theories and concepts and applying these to daily activities within the site setting. The required shadowing activities allow the candidate to reflect upon the principal's actions in developing and managing the learning environment at the school.
Three data sources are used in the assessment of the Internship:
1. Cooperating administrator's evaluation
2. Self-evaluation by the intern through completion of a self-evaluation plan and a professional growth plan
3. The university supervisor's evaluation using a performance rubric.
In EDAD 5500- Internship, the candidate is evaluated in six areas of performance: critical planning skills, professional development analysis, facilitation skills, analysis of leadership and goal accomplishment, professional behavior, and professional interaction.
Element 1: Professional Development Analysis (10%) - The intern first works with a mentor to analyze future needs in regard to the state competencies. This information is used to develop the plan of action detailing the requirements for the internship. The intern reviews the self-assessment plan with the cooperating administrator, and the administrator signs the form indicating agreement with the evaluation. This form is turned in to the supervisor at the initial site meeting. The intern and mentor again
Confer at the end of the internship and evaluate the effectiveness of
the internship experience in strengthening the intern's administrative competencies. Together they develop a professional development plan that indicates continuing areas for focus in regard to the intern's future development as an administrator. Together they complete the Professional Development Plan, and the mentor signs this form indicating agreement. This form will be turned in to the supervisor at the final site meeting.
Element 2: Critical Planning Skills (25%) - The candidate develops a plan of action determining goals for the internship with the site supervisor. The intern should develop a plan that includes examples from each of the nine competency areas. The intern schedules and leads a visit with the supervisor, administrator, and intern.
Finally, the candidate participates in an initial, mid-term, and final meeting where the university supervisor present questions and scenarios in which all of the interns must respond during the group meeting. The candidates should demonstrate skills and knowledge developed during previous classes. At the end of the internship program the intern will complete the Action Plan 2 with the site administrator reviewing the results of the internship. The mentor will sign this plan.
Element 3: Facilitation Skills (20%) - The candidate must log 125 hours of intern activities during the semester. These hours must show significant achievement in each of the competency areas. The candidates must take leadership in a project approved during the initial site meeting. This project requires the intern to take primary responsibility for the activity and to complete 25-30 hours in the facilitation of this project. The intern must shadow the mentor or other person assigned by the mentor for a minimum of 25 hours.
Finally, the intern must shadow the mentor or other administrator
for three days. Included in this three day shadowing experience the intern must attend a central office principal's meeting.
Element 4: Analysis of Leadership and Goal Achievement (20%)- The candidate must analyze his/her progress throughout the internship. Three executive summaries are required at specified dates during the internship. These summaries are one page in length, typed and single spaced reports detailing the goals completed, the hours finished, evaluation of strengths and weaknesses of the internship experience, and analysis of the intern's responsibilities in these activities. At the end of the internship, two reports are due: an
evaluation of the internship experience and analysis of the project's value and success.