Syllabus

Certificates of Advanced Graduate Study in Education

EDU–791/792: Internship I & II – Summer 2017 A/B

Credits - 3

Description

Internship is a self-designed experience that consists of 150 hours (10 hours/week for 15 weeks) at a site other than the school the student works. The design of the internship must focus on the intern’s leadership skills as described in the Professional Standards for Educational Leaders as well as the collection of artifacts and data that demonstrate the intern’s use of those skills. This course is a requirement of State of Maine Building Administrator Certification.

Materials

All readings are provided within the course.

Learning Objectives and Outcomes

Course Outcomes

  • Students will employ best practices that meet the Professional Standards for Educational Leaders.
  • Students will create a leadership philosophy that aligns with the Professional Standards for Educational Leaders.
  • Students will formulate strategies to address issues faced by education leaders.
  • Students will research best practices to inform their roles as education leaders.
  • Students will analyze a variety of educational experiences through journal writing and reflection.

Assignments

Discussion Board  Students will respond to prompts related to course materials and engage with colleagues in the course to support understanding and the co-construction of knowledge.

Journal Entries  Students will summarize and reflect upon their weekly internship experiences. A final cumulative journal will be graded at the end of the course.

Statement of Leadership Philosophy – Students will write a 500 word essay in which they showcase the beliefs and motivations that shape their philosophy of education leadership.

Cover Letter and Resume – In two separate assignments, students will write a cover letter and a resume that highlights their experiences as educators and future school leaders.

Employing Best Practices Statements and Artifacts – Students will dive into five topics that education leaders face on a daily basis. For each topic they will create an APA formatted 1-page research-based narrative articulating the best practices they employ, or plan to employ, and also provide an artifact demonstrating how they have attended to the topic or plan on attending to it in the future.

Leadership Project Progress Report – Students will pause 2/3rd through the course to assess where they are in meeting the goals set for their internships.

ePortfolio – The culmination of the course of study, students will create an ePortfolio that highlights learning throughout the program and in their internships. 

Leadership Project Summary and Documentation – Students write a brief summary reflecting on the success of their internships and in meeting the goals set in their Leadership Proposals.

Grading Policy

Your grade in this course will be determined by the following criteria:

Grade Breakdown

Assignments100 Total Points
8 Discussion Boards (2 points each)16 points
Statement of Leadership Philosophy10 points
Cover Letter5 points
Resume5 points
5 Employing Best Practices Statements and Artifacts (5 points each)25 points
Leadership Project Progress Report4 points
ePortfolio15 points
Leadership Project Summary and Documentation10 points
Final Journal Submission10 points

Grade Scale

Grade Points Grade Point Average (GPA)
A 94 – 100% 4.00
A- 90 – 93% 3.75
B+ 87 – 89% 3.50
B 84 – 86% 3.00
B- 80 – 83% 2.75
C+ 77 – 79% 2.50
C 74 – 76% 2.00
C- 70 – 73% 1.75
D 64 – 69% 1.00
F 00 – 63% 0.00

Schedule

NOTE: This course is structured around Modules that are organized into two week sessions. Module 1 includes a short first week. You will have two weeks to complete the work in the module, excluding discussion posts, which will be weekly (check the schedule for specific due dates). Note that Module 8 is only one week.

Learning Module

Topic

Readings

Submitted/Posted  Assignments

Due Dates

Module 1:

Weeks 1 & 2

May 3 – 14

Introductions and Educational Leadership

Syllabus & Schedule

Murphy, J., & Smylie, M. A. (2016). What the New Educational Leadership Standards Really Mean. Principal Leadership, 16_9_, 34-39.

Philosophy of Administration and Leadership Statement Sample and Writing Tips

ePortfolio Assignment Description and Requirements

Discussion Board initial post

Sunday, May 7 at 11:59 ET

Discussion Board response posts

Journal submission (Weeks 1 & 2)

Statement of Leadership Philosophy

Sunday, May 14 at 11:59 ET

Module 2: Weeks 3 & 4

May 15 – May 28

PSEL Cluster 1

Shriver, T. (2015). Integrating SEL & Academics. Principal Leadership, 16_3_, 30-33

Best Practices Statements and Artifacts assignment description

Discussion Board initial post

Cover Letter

Sunday, May 21 at 11:59 ET

Discussion Board response posts

Employing Best Practices Statement and Artifact – Special Education

Sunday, May 28 at 11:59 ET

Module 3: Weeks 5 & 6

May 29 – June 11

PSEL Cluster 1, continued

Barrett, Catherine and Breyer, Robert (2014) “The Influence of Effective Leadership on Teaching and Learning,” Journal of Research Initiatives: Vol. 1: Iss. 2, Article 3

Discussion Board initial post

Resume

Sunday, June 4 at 11:59 ET

Discussion Board response posts

Employing Best Practices Statement and Artifact – Student Discipline

Sunday, June 11 at 11:59 ET

Module 4: Weeks 7 & 8

June 12 – 25

PSEL Cluster 2

Danielson, Charlotte (2007) “The Many Faces of Leadership,” Teachers as Leaders: Vol. 65: Iss. 1

Discussion Board initial post

Sunday, June 18 at 11:59 ET

Discussion Board response posts

Journal submission (Weeks 1 through 8)

Employing Best Practices Statement and Artifact – Staffing/Hiring

Sunday, June 25 at 11:59 ET

Module 5: Weeks 9 & 10

June 26 – July 9

PSEL Cluster 2, continued

Datnow, A., & Park, V. (2015). 5 (Good) Ways to Talk About DATA. Educational Leadership, 73 (3), 10.

Discussion Board initial post

Leadership Project Progress Report

Sunday, July 2 at 11:59 ET

Discussion Board response posts

Employing Best Practices Statement and Artifact – Community  Engagement

Sunday, July 9 at 11:59 ET

Module 6: Weeks 11 & 12

July 10 – 23

PSEL Cluster 3

Breiseth, L. (2016). Getting to know ELLs’- Families. Alexandria- Association for Supervision and Curriculum Development.

Discussion Board initial post

Sunday, July 16 at 11:59 ET

Discussion Board response posts

Employing Best Practices Statement and Artifact – Technology

Sunday, July 23 at 11:59 ET

Module 7: Weeks 13 & 14

July 24 – August 6

PSEL Cluster 3, continued

Jennings, M., & Association for Supervision and Curriculum Development. (2007). Leading effective meetings, teams, and work groups in districts and schools: In districts and schools ASCD, – “Chapter 1. Planning and Preparing for Faculty Meetings.”   

Discussion Board initial post

Sunday, July 30 at 11:59 ET

Discussion Board response posts

ePortfolio

Sunday, August 6 at 11:59 ET

Module 8: Week 15

August 7 – 13

Reflecting on Your Leadership

n/a

Discussion Board initial post

WEDNESDAY, August 9

at 11:59 ET

Discussion Board response posts

Final Journal submission (Weeks 1 through 15)

Leadership Project Summary and Documentation

FRIDAY, August 11

at 11:59 ET

Student Resources

Online Student Support

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Policies

Turnitin Originality Check and Plagiarism Detection Tool

The College of Professional Studies uses Turnitin to help deter plagiarism and to foster the proper attribution of sources. Turnitin provides comparative reports for submitted assignments that reflect similarities in other written works. This can include, but is not limited to, previously submitted assignments, internet articles, research journals, and academic databases.

Make sure to cite your sources appropriately as well as use your own words in synthesizing information from published literature. Webinars and workshops, included early in your coursework, will help guide best practices in APA citation and academic writing.

You can learn more about Turnitin in the Turnitin Student quick start guide.

Technology Requirements

Please review the technical requirements for UNE Online Graduate Programs: Technical Requirements

Course Evaluation Policy

Course surveys are one of the most important tools the University of New England uses for evaluating the quality of your education, and for providing meaningful feedback to instructors on their teaching. In order to assure that the feedback is both comprehensive and precise, we need to receive it from each student for each course. Evaluation access is distributed via UNE email at the beginning of the last week of the course.

Information Technology Services (ITS)

ITS Contact: Toll Free Help Desk 24 hours/7 days per week at 1-877-518-4673

Attendance Policy

Online students are required to submit a graded assignment/discussion prior to Sunday evening at 11:59 pm ET of the first week of the term. If a student does not submit a posting to the graded assignment/discussion prior to Sunday evening at 11:59 pm ET, the student will be automatically dropped from the course for non-participation. Review the full attendance policy.

Late Policy

Assignments: Late assignments will be accepted up to 3 days late; however, there is a 10% grade reduction (from the total points) for the late submission. After three days the assignment will not be accepted.

Discussion posts: If the initial post is submitted late, but still within the discussion board week, there will be a 10% grade reduction from the total discussion grade (e.g., a 3 point discussion will be reduced by 0.3 points). Any posts submitted after the end of the Discussion Board week will not be graded.

Please make every effort ahead of time to contact your instructor and your student support specialist if you are not able to meet an assignment deadline. Arrangements for extenuating circumstances may be considered by faculty.

Student Handbook Online - Policies and Procedures

The policies contained within this document apply to all students in the College of Graduate and Professional Studies. It is each student's responsibility to know the contents of this handbook.

UNE Online Student Handbook

UNE Course Withdrawal

Please contact your student support specialist if you are considering dropping or withdrawing from a course. The last day to drop for 100% tuition refund is the 2nd day of the course. Financial Aid charges may still apply. Students using Financial Aid should contact the Financial Aid Office prior to withdrawing from a course.

Academic Integrity

The University of New England values academic integrity in all aspects of the educational experience. Academic dishonesty in any form undermines this standard and devalues the original contributions of others. It is the responsibility of all members of the University community to actively uphold the integrity of the academy; failure to act, for any reason, is not acceptable. For information about plagiarism and academic misconduct, please visit UNE Plagiarism Policies.

Academic dishonesty includes, but is not limited to the following:

  1. Cheating, copying, or the offering or receiving of unauthorized assistance or information.
  2. Fabrication or falsification of data, results, or sources for papers or reports.
  3. Action which destroys or alters the work of another student.
  4. Multiple submissions of the same paper or report for assignments in more than one course without permission of each instructor.
  5. Plagiarism, the appropriation of records, research, materials, ideas, or the language of other persons or writers and the submission of them as one's own.

Charges of academic dishonesty will be reviewed by the Program Director. Penalties for students found responsible for violations may depend upon the seriousness and circumstances of the violation, the degree of premeditation involved, and/or the student’s previous record of violations.  Appeal of a decision may be made to the Dean whose decision will be final.  Student appeals will take place through the grievance process outlined in the student handbook.