Wichita State University

College of Education

COURSE: EL 825: Building-level Leadership Practicum 2

SEMESTER: Spring 2009

INSTRUCTOR: Pat Terry

316-978-6195, office

316-733-5371, home

316-734-8782, cell

TEAM LEADERS:

Cameron Carlson /
Pat Terry /
Marilyn Herr /
Rachel Norwood /
Nancy Bolz /
Sherry Bever-Goodvin /

OFFICE: Hubbard Hall Room 105K

OFFICE HOURS: Monday 2–5PM and other hours by appointment

TELEPHONE NUMBERS

Department Office: 978-3325

FAX: 978-6996

Weather line: 978-6633, then press 2

WEB PAGE ADDRESS: http://www.wichita.edu

CATALOG DESCRIPTION: Spend time in schools identifying how major theories of administration apply to specific problems in the school and how the school interacts with the district and the community. Practice day-to-day activities of an educational leader in a systems thinking building-level setting. Practicum experiences will encompass more advanced leadership activities than practiced during EL 815. Focus on change process, conflict resolution, staff supervision, and building community partnerships.

PREREQUISITES:

Prerequisites: EL 813 and enrolled 823


TEXTS:

The practicum guide for building-level mentors and administrative interns (2008-09). Wichita, KS: Wichita State University.

Also see required texts and reading list for EL 823

MAJOR TOPICS:

Students enrolled in the seminar, EL 823: Changing the Culture in a Collaborative Environment, concurrently enroll in EL 825: Building-level Leadership Practicum 2. For practicum experience, students participate as administrative interns under the direct supervision of their administrative mentor. A minimum of 12 hours per week is spent on building-level administrative duties. A minimum of 6 hours is spent during the student day. The practicum experience focuses on leadership and finance. A maximum 16 total hours of the practicum time may be used to accomplish the classroom teacher observation, teacher evaluation program development, and action research to identify community resources and business partnerships as stated in the EL 823 syllabus.

Students maintain a reflective log of practicum experiences and their specific role in the activity.

Students maintain a practicum log that depicts activities and documents time spent. They also develop a portfolio that documents specific administrative duties that have been completed during the practicum experience.

Practicum Assignments: This practicum should include as many as possible of the EL 825 standards. Each practicum is designed to provide a variety of experiences that include all program standards. Some suggested activities that provide practical experience of EL 823 (seminar) standards include:

·  Conducting a teacher classroom observation, to include pre- and post-conference, use of multiple observation systems, and appropriate written feedback;

·  Reflecting on interpersonal skills and relationships with others in a professional environment (focus);

·  Facilitating action research that integrates staff, community, and business;

·  Applying change process to school culture and educational process;

·  Interacting with community and business persons to enhance student learning and other school improvement issues;

·  Using interpersonal skills with committees, site councils, staff, and community members (focus);

·  Working with professional conflicts, as they occur, to translate issues into positive outcomes; and

·  Developing methods to manage personal stress and emotional stability.

Major Topics / Professionalism and Reflections (PR) / Human Development and Diversity (HDD) / Connection of Teaching ,Experiences and Assessment (CTA) / Technology (T) / Content Knowledge, Pedagogical Content and Alignment with Standards (CKS) / Collaboration (C)
Conduct teacher observations that include pre-conferences and use of multiple observation systems / X
Develop a teacher evaluation program that includes (a) evaluation criteria; (b) sources of information; (c) design process; and (d) procedures for working with beginning teachers, professional track teachers, and teacher s requiring assistance. / X
Conduct action research that identifies community resources and potential business partnerships. / X
Practice use of interpersonal skills with committees, site councils, staff, and community members / X
Practice conflict-resolution skills that embrace disagreement as an avenue to a positive reconciliation. / X

Technology: Students are expected to use technology for communication, accomplishing administrative and instructional tasks, for researching on the Internet financial and other educational resources. The KSDE website and professional organization websites are effective sources of data.

PROGRAM STANDARDS ADDRESSED:

The aim of each one-semester practicum is for students to gain general experience as a building administrator. Each practicum, which is associated with a seminar, offers opportunities for students to gain as much integrated experience as feasible. Integrated experiences are not intended to preclude gaining general experience in other areas. The standards listed below provide guidance for students to integrate experiences. Indicators are listed only to provide clarification of standards. Experiences not gained in this practicum will be gained during other practica. Asterisks indicate standards and performance, which should receive focus during this practicum.

Course Outcomes
The Candidate will: / Related Assessment / Guiding Principles Unit Conceptual Framework (PR, HDD, CTA, T, CKS, C) / Guiding Principles from Guiding Program Document / Type of Skill or Disposition (per NCATE Standard 1)
Standard 1: The building level administrator is an educational leader who promotes the success of all students by facilitating the development, articulation, implementation and stewardship of a vision of learning that is shared and supported by the school and community. The building level administrator has an understanding of:
Performance
1.1. The building level administrator promotes the vision of the board of education. / Practicum Semester Rubric / Collaboration (C2) / Community building (CB) / Professional Knowledge and Skills
1.2. The building level administrator leads faculty and staff in developing the building mission and goals. / Practicum Semester Rubric / Collaboration (C2) / Community building (CB) / Professional Knowledge and Skills
1.3. The building level administrator leads faculty and staff in implementing the building
mission. / Practicum Semester Rubric / Collaboration (C3) / Community building (CB) / Dispositions
1.4. The building level administrator utilizes research, data, and effective teaching strategies to increase student learning for regular education and exceptional children and youth implementing a school improvement plan. / Practicum Semester Rubric / Content Knowledge, Pedagogical Content Knowledge, and Alignment with Standards (CKS3) / Service (S) / Professional Knowledge and Skills
1.5. The building level administrator communicates effectively with multiple publics. / Practicum Semester Rubric / Collaboration (C1) / Community building (CB) / Professional Knowledge and Skills
Standard #2: The building level administrator is an educational leader who promotes the success of all students by advocating, nurturing, and sustaining a building climate and instructional programs conducive to student learning and staff professional growth.
The building level administrator:
Performance
2.1. The building level administrator designs results based professional growth activities aligned with curriculum and designed to increase student achievement. / Practicum Semester Rubric / Professionalism and Reflection (PR5) / Service (S) / Dispositions
2.2. The building level administrator develops a school budget incorporating general fund expenditures and special education expenditures. / Practicum Semester Rubric / Human Development and Diversity (HDD3) / Diversity (D) / Dispositions
2.3. The building level administrator uses knowledge of facilities and staff to promote effective instruction. / Practicum Semester Rubric / Technology (T1) / Technology (T) / Professional Knowledge and Skills
2.4. The building level administrator utilizes technology for effective student management practices. / Practicum Semester Rubric / Technology (T1) / Technology (T) / Professional Knowledge and Skills
Standard #3 The building level administrator is an educational leader who promotes the success of all students by ensuring management of the organization, operations, and resources for a safe, efficient, and effective learning environment:
Performance
3.1. The building level administrator develops and utilizes appropriate human resource procedures. / Practicum Semester Rubric / Professionalism and Reflection (PR5) / Professionalism and Reflection (PR) / Dispositions
3.2. The building level administrator develops a school budget incorporating general fund expenditures and special education expenditures. / Practicum Semester Rubric / Human Professionalism and Reflection (PR5) / Professionalism and Reflection (PR) / Dispositions
3.3. The building level administrator uses knowledge of facilities and staff to promote effective instruction. / Practicum Semester Rubric / Professionalism and Reflection (PR5) / Service (S) / Dispositions
3.4. The building level administrator demonstrates knowledge of school safety, including crisis intervention, through the use of effective problem solving skills. / Practicum Semester Rubric / Professionalism and Reflection (PR5) / Service (S) / Dispositions
Standard #4 The building level administrator is an educational leader who promotes the success of all students by collaborating with families and community members, responding to diverse community needs and interests, and mobilizing community resources:
Performance
4.1. The building level administrator maintains a high visibility and presence in the school community. / Practicum Semester Rubric / Collaboration (C3) / Community building (CB) / Dispositions
4.2 The building level administrator participates in activities to foster communication among the various school publics. / Practicum Semester Rubric / Collaboration (C3) / Community building (CB) / Dispositions
4.3. The building level administrator facilitates the implementation of business and school partnerships. / Practicum Semester Rubric / Collaboration (C3) / Community building (CB) / Dispositions
4.4 The building level administrator implements IDEA and Section 504 to meet the needs of students identified as in need of special education supports and services. / Practicum Semester Rubric / Human Development and Diversity (HDD3) / Service (S) / Dispositions
Standard 5: The building level administrator is an educational leader who promotes the success of all students by acting with integrity, fairness, and in an ethical manner.
The building level administrator has knowledge of:
Performance
5.1. The building level administrator practices a personal and professional code of ethics. / Practicum Semester Rubric / Professionalism and Reflection (PR5) / Integrity (I) / Professional Knowledge and Skills
5.2. The building level administrator demonstrates values, beliefs, and attitudes that inspire others to higher levels of performance. / Practicum Semester Rubric / Professionalism and Reflection (PR5) / Integrity (I) / Dispositions
5.3. The building level administrator accepts responsibility for school operations. / Practicum Semester Rubric / Professionalism and Reflection (PR5) / Service (S) / Dispositions
5.4. The building level administrator applies laws and procedures fairly and accurately. / Practicum Semester Rubric / Professionalism and Reflection (PR5) / Integrity (I) / Dispositions
5.5. The building level administrator treats people fairly, equitably, and with dignity and respect. / Practicum Semester Rubric / Professionalism and Reflection (PR5) / Integrity (I) / Dispositions
5.6. The building level administrator protects the rights, confidentiality, and privacy of records for students and staff. / Practicum Semester Rubric / Professionalism and Reflection (PR5) / Integrity (I) / Dispositions
Standard #6 The building level administrator is an educational leader who promotes the success of all students by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context:

Performance

6.1. The building level administrator demonstrates the ability to work with all the members of the school community. / Practicum Semester Rubric / Collaboration (C3) / Community building (CB) / Dispositions
6.2. The building level administrator demonstrates the ability to address trends, issues, and changes occurring in the school environment. / Practicum Semester Rubric / Professionalism and Reflection (PR4) / Service (S) / Professional Knowledge and Skills
6.3. The building level administrator maintains an ongoing dialogue with diverse populations in the school community. / Practicum Semester Rubric / Collaboration (C3) / Community building (CB) / Dispositions
6.4. The building level administrator maintains a visible presence in the school community. / Practicum Semester Rubric / Collaboration (C3) / Community building (CB) / Dispositions


ACADEMIC HONESTY:

“A standard of honesty, fairly applied to all students, is essential to a learning environment. Students abridging a standard of honesty must accept the consequences; penalties are assessed by appropriate classroom instructors or other designated people. Serious cases may result in discipline at the college or University level and may result in suspension or dismissal. Dismissal from a college for academic dishonesty constitutes dismissal from the University.” (WSU Student Handbook)

SPECIAL NEEDS

If you have a physical, psychiatric/emotional, medical, or learning disability that may impact on your ability to carry out assigned course work, contact the Office of Disability Services (DS), Grace Wilkie Annex, room 173 (voice phone number 978-3309; tdd/tty phone number 978-3067). DS will review your concerns and determine, with you, what accommodations are necessary and appropriate for you. All information and documentation of your disability is confidential and will not be released by DS without your permission.

COURSE SCHEDULE

The actual hours for this course are arranged between the candidate and mentor. The candidate must complete a minimum of 12 hours per week on building-level administrative duties. A minimum of 6 hours is spent during the student day or working on direct student activities such as student supervision, student discipline, student council, and teacher-student issues.

PERFORMANCE ASSESSMENT:

Both the state of Kansas and national accreditation requires that university programs for the preparation of teachers and other school personnel be performance-based. In particular, this requires that students not only pass required courses/attain certain GPAs, but also receive satisfactory ratings on certain required assessments, many of those embedded within program coursework. One or more of those required assessments occur in this course. A title/description of any assessments and associated rubrics and passing criteria follows.

In addition to school leadership and general practicum activities as outlined in the practicum guide, each student will:

·  conduct a teacher classroom observation, to include pre- and post-conference, and appropriate written feedback;

·  develop a teacher evaluation program that is performance assessment-based;

·  reflect in interpersonal skills and relationships with others in a professional environment;

·  facilitate action research that integrates staff, community, and business;

·  participate in school improvement planning and processes;

·  development portfolio commensurate with semester in program;

·  submit written reflective log to faculty supervisor, at least monthly; and

·  submit practicum log to faculty supervisor, at least monthly.

Practicum Rubric: Second Semester: Many of standards attempted is assessed as “Criteria Met.”

GRADING:

Evaluator/Activity / Percentage
Practicum Mentor Evaluation / 35%
Portfolio (graded by faculty supervisor) / First Semester
10% / Second Semester
20%
Faculty Supervisor Evaluation / First Semester
50% / Second Semester
40%
Reflective Log / 5%

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