Syllabus

Certificates of Advanced Graduate Study in Education

EDU – 791 Internship

Credits - 3

Description

Internship is a self-designed experience that consists of 150 hours (10 hours/week for 15 weeks) at a site outside of your regular work environment. 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 (040). Before registration can be made available for this course, students must complete all of the required internship paperwork.

Materials

Required:

Schwanke, J. (2016). You’re the principal! now what?: Strategies and solutions for new school leaders. Association for Supervision & Curriculum Development. ISBN 978-0134290188. E-text 978-0134078656

Additional resources are provided within the course.

Supplemental:

American Psychological Association. (2019). Publication manual of the American Psychological Association (7th ed.). ISBN: 978-1433832154. E-text: 978-1433832185

Learning Objectives and Outcomes

Course Outcomes

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 analyze a variety of educational experiences through journal writing and reflection.
Students will create an entry plan that can be implemented in the first year of a new principalship.

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 educational leadership.

Your First 100 Days – Students will create a plan for the first 100 days of a principalship describing a clear course of action

School Safety Analysis and Reflection – Students will Analyze the emergency systems and routines in place and make suggestions to improve and/or sustain current plans and reflect on the role of a school leader in the area of school safety

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

Entry Plan for New Principalship– Students will create an entry plan that will be used for a new principalship

Grading Policy

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

Grade Breakdown

Assignments	Points
6 Discussion Boards (2 points each)	12 points
Statement of Leadership Philosophy	15 points
Your First 100 Days	5 points
School Safety Analysis and Reflection	15 points
Leadership Project Reflection	3 points
Leadership Project Summary and Documentation	20 points
Field-Based Experience Journal/Log Submission	10 points
Entry Plan for New Principalship	20 points
Total	100 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).

Week 1: Jan 15 – Jan 19
Week 2: Jan 20 – Jan 26
Week 3: Jan 27 – Feb 2
Week 4: Feb 3 – Feb 9
Week 5: Feb 10 – Feb 16
Week 6: Feb 17 – Feb 23
Week 7: Feb 24 – Mar 2
Week 8: Mar 3 – Mar 11
Week 9: Mar 12 – Mar 16
Week 10: Mar 17 – Mar 23
Week 11: Mar 24 – Mar 30
Week 12: Mar 31 – Apr 6
Week 13: Apr 7 – Apr 13
Week 14: Apr 14 – Apr 20
Week 15: Apr 21 – Apr 27
Week 16: Apr 28 – May 4

Learning Module	Topic	Readings	Submitted/Posted Assignments	Due Dates
Module 1 Week 1 Week 2	Introductions and Educational Leadership	Syllabus & Schedule Murphy, J., & Smylie, M. A. (2016). what the new educational leadership standards really mean. Principal Leadership (2009), 16(9), 34. Philosophy of Administration and Leadership Statement Sample and Writing Tips	Discussion Board initial post	Week 1 Sunday at 11:59 PM ET
			Discussion Board response posts Journal submission (Weeks 1 & 2) Statement of Leadership Philosophy	Week 2 Sunday at 11:59 PM ET
Module 2: Week 3 Week 4	PSEL Cluster 1	Schwanke, J. (2016). You’re the principal! now what?: Strategies and solutions for new school leaders. Association for Supervision & Curriculum Development. Chapters 2 and 4 Will, M. (2019). 4 things principals can do to build relationships with teachers; veteran teachers give advice on how principals can foster meaningful buy-in from their school’s staff. Education Week, 39(9), 6.	Discussion Board initial post Your First 100 Days	Week 3 Sunday at 11:59 PM ET
			Discussion Board response posts	Week 4 Sunday at 11:59 PM ET
Module 3: Week 5 Week 6	PSEL Cluster 1, continued	Vestal, C. (2021, November 8). COVID Harmed Kids’ Mental Health—And Schools Are Feeling It. PEW. Hawk, A. (2021, January 14). Teachers’ Mental Health: 8 Ways Principals Can Help. Free Spirit Publishing. Gewertz, C. (2021). Teachers’ mental health has suffered in the pandemic. here’s how districts can help. Education Week, 40(32) Schwanke, J. (2016). You’re the principal! now what?: Strategies and solutions for new school leaders. Association for Supervision & Curriculum Development. Chapter 8, 129-156	Discussion Board initial post	Week 5 Sunday at 11:59 PM ET
			Discussion Board response posts	Week 6 Sunday at 11:59 PM ET
Module 4: Week 7 Week 8	PSEL Cluster 2	Paterson, J. (2018). Principals Strive to Better Prepare Themselves for Crisis in the Wake of the Parkland Shooting. Principal Leadership. National Association of Secondary School Principals. Sinek, S. (2014, March 19). Why good leaders make you feel safe opens in new window [Video file]. YouTube.	School Safety Analysis and Reflection	Week 7 Sunday at 11:59 PM ET
			Journal submission (Weeks 1 through 8)	Week 8 Sunday at 11:59 PM ET
Module 5: Week 9 Week 10	PSEL Cluster 2, continued	Education Elements. (2020). Teacher Retention Guide. opens in new window opens in new window Schwanke, J. (2016). You’re the principal! now what?: Strategies and solutions for new school leaders. Association for Supervision & Curriculum Development. Chapter 17, pages 295-318	Discussion Board initial post Leadership Project Reflection	Week 9 Sunday at 11:59 PM ET
			Discussion Board response posts	Week 10 Sunday at 11:59 PM ET
Module 6: Week 11 Week 12	PSEL Cluster 3	Bailey, C. (2020). Trials Of A First-Year Principal: Transition Plan. National Association of Elementary School Principals. Principal’s Checklist: 90-Day Plan. (n.d.). Michigan Association of Secondary School Principals. Reid, D. B. (2021). US principals’ sensemaking of the future roles and responsibilities of school principals. Educational Management, Administration & Leadership, 49(2), 251-267.	Discussion Board initial post Entry Plan For New Principalship (introduced, due in Week 15)	Week 11 Sunday at 11:59 PM ET
			Discussion Board response posts	Week 12 Sunday at 11:59 PM ET
Module 7: Week 13 Week 14	PSEL Cluster 3, continued	n/a	Optional Discussion
			Leadership Project Summary and Documentation	Week 14 Sunday at 11:59 PM ET
Module 8: Week 15 Week 16	Reflecting on Your Leadership	n/a	Discussion Board initial post	Week 15 SUNDAY at 11:59 PM ET
			Entry Plan for New Principalship Final Field-Based Experience Journal/Log submission (Weeks 1 through 14)	Week 15 SUNDAY at 11:59 PM ET
			Discussion Board response posts	Week 16 FRIDAY 11:59 PM ET

Student Resources

Online Student Support

Your Student Support Specialist is a resource for you. Please don't hesitate to contact them for assistance, including, but not limited to course planning, current problems or issues in a course, technology concerns, or personal emergencies.

Questions? Visit the Student Support Education page

UNE Libraries:

Library Access for all students: Your library login ID and password are the same as the ones you use to log into Blackboard/Brightspace.
Education Databases: https://library.une.edu/library-materials/find/research-by-subject/education/
Library Questions: Ask a librarian or phone library staff at (207) 602-2361 or (207) 221-4330.

UNE Student Academic Success Center

The Student Academic Success Center (SASC) offers a range of services to support your academic achievement, including tutoring, writing support, test prep and studying strategies, learning style consultations, and many online resources. To make an appointment for tutoring, writing support, or a learning specialist consultation, go to une.tutortrac.com. To access our online resources, including links, guides, and video tutorials, please visit:

UNE Student Academic Success Center

Information Technology Services (ITS)

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

Accommodations

Any student who would like to request, or ask any questions regarding, academic adjustments or accommodations must contact the Student Access Center at (207) 221-4438 or pcstudentaccess@une.edu. Student Access Center staff will evaluate the student's documentation and determine eligibility of accommodation(s) through the Student Access Center registration procedure.

Online Peer Support

Togetherall is a 24/7 communication and emotional support platform monitored by trained clinicians. It’s a safe place online to get things off your chest, have conversations, express yourself creatively, and learn how to manage your mental health. If sharing isn’t your thing, Togetherall has other tools and courses to help you look after yourself with plenty of resources to explore. Whether you’re struggling to cope, feeling low, or just need a place to talk, Togetherall can help you explore your feelings in a safe supportive environment. You can join Togetherall using your UNE email address.

Information Technology Services (ITS)

Students should notify their Student Support Specialist and instructor in the event of a problem relating to a course. This notification should occur promptly and proactively to support timely resolution.

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

Career Ready Program

The College of Professional Studies supports its online students and alumni in their career journey!

The Career Ready Program provides tools and resources to help students explore and hone in on their career goals, search for jobs, create and improve professional documents, build professional network, learn interview skills, grow as a professional, and more. Come back often, at any time, as you move through your journey from career readiness as a student to career growth, satisfaction, and success as alumni.

Policies

AI Use

The Graduate Programs in Education holds the position that Grammarly and other AI writing and generative technology should not be used when completing course assignments, unless explicitly permitted by course faculty and assignment instructions. These tools do not support a student’s personal and direct capacity to develop and hone skills in creativity, logic, critical thinking, analysis, evaluation, theorization, and writing, which are central to graduate-level rigor, assessment, and research. Use of these tools when not explicitly permitted may result in an academic integrity infraction.

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 guide on how to navigate your Similarity Report.

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.

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.

Attendance Policy

8 week: Students taking online graduate courses through the College of Professional Studies will be administratively dropped for non-participation if a graded assignment/discussion post is not submitted before Sunday at 11:59 pm ET of the first week of the term. Reinstatement is at the purview of the Dean's Office.

16 week: Students taking online graduate courses through the College of Professional Studies will be administratively dropped for non-participation if a graded assignment/discussion post is not submitted before Friday at 11:59 pm ET of the second week of the term. Reinstatement is at the purview of the Dean's Office.

Student Handbook Online - Policies and Procedures

The policies contained within this document apply to all students in the College of 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:

Cheating, copying, or the offering or receiving of unauthorized assistance or information.
Fabrication or falsification of data, results, or sources for papers or reports.
Action which destroys or alters the work of another student.
Multiple submissions of the same paper or report for assignments in more than one course without permission of each instructor.
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.