Syllabus
Certificates of Advanced Graduate Study in Education
EDU – 791 Internship – Fall AB 2019
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
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 educational 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.
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.
ePortfolio – The culmination of the course of study, students will create an ePortfolio that highlights learning throughout the program and in their internships.
Grading Policy
Your grade in this course will be determined by the following criteria:
Grade Breakdown
| Assignments | 100 Total Points |
|---|---|
| 8 Discussion Boards (2 points each) | 16 points |
| Statement of Leadership Philosophy | 10 points |
| Cover Letter | 5 points |
| Resume | 5 points |
| 5 Employing Best Practices Statements and Artifacts (5 points each) | 25 points |
| Leadership Project Progress Report | 4 points |
| Leadership Project Summary and Documentation | 10 points |
| ePortfolio | 15 points |
| Field-Based Experience Journal/Log Submission | 10 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 8/28-9/8 |
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, 9/1 at 11:59 PM ET |
|
Discussion Board response posts Journal submission (Weeks 1 & 2) Statement of Leadership Philosophy |
Sunday, 9/8 at 11:59 PM ET |
|||
|
Module 2: Weeks 3 & 4 9/9-9/22 |
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, 9/15 at 11:59 PM ET |
|
Discussion Board response posts Employing Best Practices Statement and Artifact – Special Education |
Sunday, 9/22 at 11:59 PM ET |
|||
|
Module 3: Weeks 5 & 6 9/23-10/6 |
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, 9/29 at 11:59 PM ET |
|
Discussion Board response posts Employing Best Practices Statement and Artifact – Student Discipline |
Sunday, 10/6 at 11:59 PM ET |
|||
|
Module 4: Weeks 7 & 8 10/7-10/20
|
PSEL Cluster 2 |
Danielson, Charlotte (2007) “The Many Faces of Leadership,” Teachers as Leaders: Vol. 65: Iss. 1 |
Discussion Board initial post |
Sunday, 10/13 at 11:59 PM ET |
|
Discussion Board response posts Journal submission (Weeks 1 through 8) Employing Best Practices Statement and Artifact – Staffing/Hiring |
Sunday, 10/20 at 11:59 PM ET |
|||
|
Module 5: Weeks 9 & 10 10/21-11/3 |
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, 10/27 at 11:59 PM ET |
|
Discussion Board response posts Employing Best Practices Statement and Artifact – Community Engagement |
Sunday, 11/3 at 11:59 PM ET |
|||
|
Module 6: Weeks 11 & 12 11/4-11/17 |
PSEL Cluster 3 |
Breiseth, L. (2016). Getting to know ELLs’- Families. Alexandria- Association for Supervision and Curriculum Development. |
Discussion Board initial post |
Sunday, 11/10 at 11:59 PM ET |
|
Discussion Board response posts Employing Best Practices Statement and Artifact – Technology |
Sunday, 11/17 at 11:59 PM ET |
|||
|
Module 7: Weeks 13 & 14 11/18-12/1 |
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, 11/24 at 11:59 PM ET |
|
Discussion Board response posts Leadership Project Summary and Documentation |
Sunday, 12/1 at 11:59 PM ET |
|||
|
Module 8: Week 15 12/2-12/8
|
Reflecting on Your Leadership
|
n/a
|
Discussion Board initial post |
WEDNESDAY, 12/4 at 11:59 PM ET |
|
Final Field-Based Experience Journal/Log submission (Weeks 1 through 14)
|
FRIDAY, 12/6 at 11:59 PM ET |
|||
|
Discussion Board response posts ePortfolio |
Sunday, 12/8 |
Student Resources
Online Student Support
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Career Ready Program
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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.
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. 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. 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. 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: 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.Attendance Policy
Student Handbook Online - Policies and Procedures
UNE Course Withdrawal
Academic Integrity