Syllabus for EDL-820

FIELD-BASED PRACTICUM FOR SUPERINTENDENTS

COURSE DESCRIPTION

The Field-Based Practicum for Superintendents is the culminating activity for students seeking the School Administrator endorsement. It requires a 150-hour internship experience, at the district level, at a school site, or an alternative site. In the practicum, students can put leadership theory into practice, working with a local school superintendent or other district official.

Students will develop the practical skills and knowledge necessary to become an informed, dynamic professional at the senior administrator level in a comprehensive school district serving children in pre-K–12. The field experience will test the application of theory, challenge the ability to promote the success of all students, and provide opportunities to develop the skills necessary to solve complex organizational issues. The course experience will culminate in a final capstone narrative or executive summary that demonstrates the candidate’s understanding and acceptance of the responsibility of making decisions typical of those made by educational leaders.

COURSE OBJECTIVES

After successfully completing this course, you should be able to:

1. Apply leadership behavior in the planning and articulation of school programs, the development and implementation of new instructional activities, and the stewardship of a district's vision supported by community and stakeholders.

2. Manage the organization and its operation, applying best practice to support and design professional development and staff growth that promote effective instructional progress and a positive school culture.

3. Develop a collaborative relationship with families, community, and organizations through intra- and intercommunication methods attuned to the cultural, political, legal, and social context.

4. Demonstrate integrity in leadership behaviors that are ethical and fair and that respond to the needs and interests of a diverse community.

5. Manage district, school, and community resources, optimizing an efficient, safe, and effective environment conducive to learning.

6. Accept responsibility for leading, facilitating, and making decisions in the context of working with local, county, and state agencies.

7. Describe the future of the superintendency based on an examination of the role of women, minorities, and other ethnic groups aspiring to the position.

COURSE MATERIALS

You will need the following materials to do the work of the course. The required textbooks are available from the College's textbook supplier, MBS Direct.

Required Textbooks

Recommended Textbook

Electronic Portfolio Registration

As a capstone experience in the Educational Leadership program, you will prepare an electronic portfolio that demonstrates your incremental achievement of the program standards. Each course in the program helps you to identify artifacts to place in your portfolio on completion of the course. To this end, you are required to purchase an electronic portfolio registration code upon your entry into the Master of Arts in Educational Leadership program. Basic directions for purchasing access to and using your electronic portfolio are posted within the Educational Leadership Students Organization (online community).

COURSE STRUCTURE

The Field-Based Practicum for Superintendents is a 12-week, three-credit, graduate course that consists of six (6) modules. Modules include learning objectives, study materials, and activities. Module titles and topics are listed below.

Module 1: Governance

1. Course objectives covered in this module: 1, 2, 4, 5, and 6.
2. Module topics:

1. the superintendent as leader, manager, and communicator
2. observation of leadership style
3. self-analysis and assessment of skills and attributes
4. relationships with parents, students, and community

Module 2: Political Systems

1. Course objectives covered in this module: 3, 4, 5, and 6.
2. Module topics:

1. political aspects of the school organization
2. systemic reform issues (national and state)
3. culture and climate in school organizations
4. articulating the vision and mission
5. state and mayoral takeovers
6. change models and resistance to change

Module 3: Action Research and Process of Inquiry

1. Course objectives covered in this module: 1, 2, and 5.  
2. Module topics:

1. use of technology to problem solve and assess system progress
2. programs for exceptional students (gifted and children with disabilities)
3. bilingual/ESL programs and research on second language acquisition (Stephen Krashen)
4. high stakes testing
5. authentic and performance-based assessment
6. tracking
7. Section 504
8. arts education

Module 4: Gender, Race, and the Superintendency

1. Course objective covered in this module: 7.  
2. Module topics:

1. theories of leadership and bias in the boardroom
2. mentorships, networks, and gatekeepers
3. perceptions of leadership—social and racial issues that impact on leadership opportunities
4. preparation curriculums and the platform of inequality
5. data analysis of the number of superintendents (state and nationally) by gender, race, and ethnic groups
6. federal and state laws prohibiting discrimination in the workplace, including Title IX

Module 5: Recruitment, Retention, and Staff Development; Facilities Issues

1. Course objectives covered in this module: 1, 2, 3, 4, and 5.
2. Module topics:

1. recruitment of teacher personnel and other staff members
2. technology and the management of personnel records
3. staff development plans based on staff supervision outcomes and district goals
4. current teacher improvement topics such as bonuses, tenure issues, and seniority
5. review of facilities and planning capital improvements

Module 6: The Superintendent and Public Relations

1. Course objectives covered in this module: 1, 2, 3, and 5.
2. Module topics:

1. communication skills and competence
2. management of crises situations within and outside the organization and with the media
3. community involvement and support of school budgets and programs through proactive communication systems
4. effective use of the media to communicate the district's message

ASSESSMENT METHODS

The assessment strategy for the Field-Based Practicum for Superintendents includes module discussion forums, reflective log entries, and activity reports, each addressing specific module objectives, topics, and field experiences. At the start of the course, you develop and submit a detailed action plan of your internship activities. The course culminates in a final practicum report—a capstone narrative or executive summary that relates theory to practice and wraps up the entire practicum experience. See below for further details about each assessment component.

Consult the course Calendar for assignment due dates.

Discussion Forums

Each module in the course has two online class discussion forums (Module 1 also has an ungraded but required Introductions Forum). All discussion forums take place asynchronously.

Class discussion forums provide daily or weekly opportunities to exchange ideas and thoughts with other students. The course mentor will monitor the board and participate as appropriate. During this aspect of the course, you respond to questions that assist you in developing your ideas, you share those ideas with your classmates, and you comment on their posts. The course texts and external Web sites will serve as reference points for the discussion and will assist you in better understanding the scope of the superintendency as a career.

Please participate in online discussions as you would in constructive face-to-face discussions. You are expected to post well-reasoned and thoughtful reflections for each item, making reference, as appropriate, to

your readings. You are also expected to reply to your classmates' posts in a respectful, professional, and courteous manner. You may, of course, post questions asking for clarification or further elucidation on a topic.

Click the link below for an evaluation rubric that will aid in the grading of online discussions.

1. Evaluation rubric for online discussion forums

Action Plan

You will develop a 150-hour, 12-week action plan (approximately 12.5 hours per week) that uses a school district as the base of study, all under the mentorship of a certified school administrator. The action plan will comprise six (6) activities (or sets of activities)—one for each module of the course—and address specific module objectives, topics, and field experiences consistent with district-wide objectives and the six ISLLC standards. It will include objectives aligned with standards, proposed activities, timelines, and anticipated outcomes. For further details, see Module 1.

Click the link below for an evaluation rubric that will aid in the grading of the action plan.

1. Evaluation rubric for action plan

Reflective Log

You will maintain a reflective log on the course Web site that will include personal observations, comments, ideas, and other statements that monitor the various steps of the practicum. The log is shared with the course mentor only.

Click the link below for an evaluation rubric that will aid in the grading of reflective logs.

1. Evaluation rubric for reflective logs

Activity Reports

On completing each module's practicum activity (or set of activities), you will prepare and submit an activity report in which you describe the activity and its relationship to ISLLC standards and the original action plan, list your accomplishments, describe any feedback from the on-site administrator, and provide artifacts.

Click the link below for an evaluation rubric that will aid in the grading of activity reports.

1. Evaluation rubric for activity reports

Final Report

You will produce a final report in electronic format. Included will be samples of your work during the practicum.

Click the link below for an evaluation rubric that will aid in the grading of the final report.

1. Evaluation rubric for final report

Artifacts

You will organize all the products of the practicum into an artifact file for review by the College mentor and yourself. It will serve as both a means to evaluate your work as well as a means to display to others the outcomes of the experience.

On-Site Mentor Report

The on-site mentor or school administrator will provide feedback on your performance relative to the ISLLC standards.

Portfolio Artifacts and Reflective Narrative

The principal artifacts for this course are the documents you create that can support the hours accrued for the practicum. These can include memoranda, meeting agenda, formal presentations, etc. Accompanying each artifact is a reflective narrative that describes the process and how the artifact meets specific standards and prepares you for school leadership.

Upload your artifacts to your electronic portfolio, and be certain to indicate their alignment to the applicable ISLLC standards.

GRADING AND EVALUATION

Your grade in the course will be determined as follows:

1. Action plan—10%
2. Activity reports with summary statements (6)—42%
3. Reflective log—18%
4. Discussion forums (12)—18%
5. Final practicum report (summative)—12%

All activities will receive a numerical grade of 0–100. You will receive a score of 0 for any work not submitted. Your final grade in the course will be a letter grade. Letter grade equivalents for numerical grades are as follows:

To receive credit for the course, you must earn a letter grade of C or higher on the weighted average of all assigned course work (e.g., assignments, discussion postings, projects, etc.). Graduate students must maintain a B average overall to remain in good academic standing.

STRATEGIES FOR SUCCESS

First Steps to Success

To succeed in this course, take the following first steps:

1. Read carefully the entire Syllabus, making sure that all aspects of the course are clear to you and that you have all the materials required for the course.

1. Take the time to read the entire Online Student Handbook. The Handbook answers many questions about how to proceed through the course and how to get the most from your educational experience at Thomas Edison State College.

1. Familiarize yourself with the learning management systems environment—how to navigate it and what the various course areas contain. If you know what to expect as you navigate the course, you can better pace yourself and complete the work on time.

1. If you are not familiar with Web-based learning be sure to review the processes for posting responses online and submitting activities before class begins.

Study Tips

Consider the following study tips for success:

1. To stay on track throughout the course, begin each week by consulting the course Calendar. The Calendar provides an overview of the course and indicates due dates for submitting activities and posting discussions.

1. Check Announcements regularly for new course information.

ACADEMIC INTEGRITY

Students at Thomas Edison State College are expected to exhibit the highest level of academic citizenship. In particular, students are expected to read and follow all policies, procedures, and program information guidelines contained in publications; pursue their learning goals with honesty and integrity; demonstrate that they are progressing satisfactorily and in a timely fashion by meeting course deadlines and following outlined procedures; observe a code of mutual respect in dealing with mentors, staff, and other students; behave in a manner consistent with the standards and codes of the profession in which they are practicing; keep official records updated regarding changes in name, address, telephone number, or e-mail address; and meet financial obligations in a timely manner. Students not practicing good academic citizenship may be subject to disciplinary action including suspension, dismissal, or financial holds on records.

Academic Dishonesty

Thomas Edison State College expects all of its students to approach their education with academic integrity—the pursuit of scholarly activity free from fraud and deception. All mentors and administrative staff members at the College insist on strict standards of academic honesty in all courses. Academic dishonesty undermines this objective. Academic dishonesty takes the following forms:

1. Cheating
2. Plagiarizing (including copying and pasting from the Internet without using quotation marks and without acknowledging sources)
3. Fabricating information or citations
4. Facilitating acts of dishonesty by others
5. Unauthorized access to examinations or the use of unauthorized materials during exam administration

1. Submitting the work of another person or work previously used without informing the mentor

1. Tampering with the academic work of other students

Academic dishonesty will result in disciplinary action and possible dismissal from the College. Students who submit papers that are found to be plagiarized will receive an F on the plagiarized activity, may receive a grade of F for the course, and may face dismissal from the College.

A student who is charged with academic dishonesty will be given oral or written notice of the charge. If a mentor or College official believes the infraction is serious enough to warrant referral of the case to the academic dean, or if the mentor awards a final grade of F in the course because of the infraction, the student and the mentor will be afforded formal due process.

If a student is found cheating or using unauthorized materials on an examination, he or she will automatically receive a grade of F on that examination. Students who believe they have been falsely accused of academic dishonesty should seek redress through informal discussions with the mentor, through the office of the dean, or through an executive officer of Thomas Edison State College.

Plagiarism

Using someone else's work as your own is plagiarism. Although it may seem like simple dishonesty, plagiarism is against the law. Thomas Edison State College takes a strong stance against plagiarism, and students found to be plagiarizing will be severely penalized. If you copy phrases, sentences, paragraphs, or whole documents word-for-word—or if you paraphrase by changing a word here and there—without identifying the author, then you are plagiarizing. Please keep in mind that this type of identification applies to Internet sources as well as to print-based sources. Copying and pasting from the Internet, without using quotation marks and without acknowledging sources, constitutes plagiarism. (For information about how to cite Internet sources, see Online Student Handbook > Academic Standards > "Citing Sources.")

Accidentally copying the words and ideas of another writer does not excuse the charge of plagiarism. It is easy to jot down notes and ideas from many sources and then write your own paper without knowing which words are your own and which are someone else's. It is more difficult to keep track of each and every source. However, the conscientious writer who wishes to avoid plagiarizing never fails to keep careful track of sources.

Always be aware that if you write without acknowledging the sources of your ideas, you run the risk of being charged with plagiarism.

Clearly, plagiarism, no matter the degree of intent to deceive, defeats the purpose of education. If you plagiarize deliberately, you are not educating yourself, and you are wasting your time on courses meant to improve your skills. If you plagiarize through carelessness, you are deceiving yourself.