Department of Educational Leadership and
EDAD 5399.003 Capstone Administrative Internship
Instructor: Ava J. Muñoz Phone: (817) 272-3397
Office: 104C Trimble Hall Fax: (817) 272-2530
Office Hours: Monday, Wednesday and Thursday 1:00 – 4:00 pm
Course Title: Capstone Administrative Internship
Course Number: EDAD 5399.003
Semester: Spring 2010
Course location and time: The Universities Center at Dallas, Rm. 307—Selected Tuesdays 8:00 – 10:50
Successful completion of the Capstone Internship will fulfill the comprehensive examination requirements
for the graduate degree and/or certification. Requirements of ELPS 5399 will include, but not be limited to,
those collaboratively established by University faculty and school administrative personnel
Course Prerequisites: Students have completed 5389 before enrolling in EDAD 5399
Textbook(s) and Materials: Required: None
Sigford, J.L. (2001). Who said school administration would be fun? Thousand Oaks, CA: Corwin Press.
Daresh, John, (2001) Beginning the Principalship, Corwin Press
Wilmore, Elaine, (2001) Passing the Principal TExES, Corwin Press
The mission of The University of Texas at Arlington is to pursue knowledge, truth and excellence in a student-
centered academic community characterized by shared values, unity of purpose, diversity of opinion,
mutual respect and social responsibility. The University is committed to lifelong learning through its
academic and continuing education programs, to discovering new knowledge through research and to
enhancing its position as a comprehensive educational institution with bachelor’s, master’s, doctoral and
non-degree continuing education programs.
The University of Texas at Arlington College of Education and Health Professionals
Mission, Core Values and Professional Dispositions
MISSION: To develop and deliver an educational program that ensures highest teacher, administrator
and allied health science preparation and performance and to be a recognized contributor in the field of
educational and allied health science research and practice through effective teaching, quality research and
CORE VALUES: The Educator and Administrator Preparation units collaboratively developed
shared vision is based these core values, dispositions and commitments to:
• Excellence • Diversity
• Learner-centered environment • Technology
• Research-based • Field Experiences
• Collaboration • Life-long Learning
PROFESSIONAL DISPOSITIONS: Each candidate in the Educator and
Administrator Unit of the College of Education and Health Professional of UT-Arlington will be
evaluate on professional dispositions by faculty and staff. These dispositions have been identified
as essential for a highly qualified educator. Instructors and program directors will work with
candidates rated as ‘unacceptable” in one or more stated criteria. The candidate will have an
opportunity to develop a plan to remediate any deficiencies.
• Meets stated expectations of student performance.
• Keeps timelines. Arrives on time for class and other activities.
• Produces significant artifacts of practitioner evidence.
• Possesses a willingness to set goals.
• Attends all classes/trainings and practicum experiences.
• Completes activities as assigned.
• Has appropriate personal appearance and/or hygiene for professional setting.
Participates in a learner centered environment and shows respect for self and others
• Uses appropriate and professional language and conduct.
• Supports a "high quality” learning environment.
• Shows respect and consideration for the thoughts and feelings of others.
• Has an awareness of and willingness to accept research-based concepts.
• Identifies important trends in education.
• Demonstrates interests in learning new ideas and strategies.
• Relates class discussions and issues to current events in education.
Participates in on-going collaboration with peers and professionals
• Demonstrates kindness, fairness, patience, dignity and respect in working with peers, staff
• Works effectively with others.
• Assists others in the university classroom or practicum setting.
• Demonstrates an openness to assistance from others.
• Receives feedback in a positive manner and makes necessary adjustment.
Exhibits stewardship of diversity
• Shows appropriate stewardship and tolerance to diverse people, environments, and situations.
Advocates use of technology
• Uses and applies existing technologies sufficiently in work.
• Shows a willingness to use and apply emerging technologies in work.
Shows interest in the learner and the learning-process
• Demonstrates significant learning improvement over time.
• Shows interest in the learning process and demonstrates the necessary amount of
time, energy, and enthusiasm for becoming better learners, teachers, and practitioners.
Class meeting dates— December 1, February 16 and April 27
ELCC2001-1 STANDARD: Candidates who complete the program are educational leaders who have
the knowledge and ability to promote the success of all students by facilitating the
development, articulation, implementation, and stewardship of a school or district vision
of learning supported by the school community.
ELCC2001-2 STANDARD: Candidates who complete the program are educational leaders who have
the knowledge and ability to promote the success of all students by promoting a positive
school culture, providing an effective instructional program, applying best practice to
student learning, and designing comprehensive professional growth plans for staff.
ELCC2001-3 STANDARD: Candidates who complete the program are educational leaders who have
the knowledge and ability to promote the success of all students by managing the
organization, operations, and resources in a way that promotes a safe, efficient, and
effective learning environment.
ELCC 2001-4 STANDARD: Candidates who complete the program are educational leaders who have
the knowledge and ability to promote the success of all students by collaborating with
families and other community members, responding to diverse community interests and
needs, and mobilizing community resources.
ELCC 2001-5 Standard: The Moral Dilemma. Candidates who complete the program are educational
leaders who have the knowledge and ability to promote the success of all students
by acting with integrity, fairly, and in an ethical manner.
ELCC 2001-6 Standard: The Politics of Administrative Leadership. Candidates who complete the
program are educational leaders who have the knowledge and ability to promote the
success of all students by understanding, responding to and influencing the larger
political, social, economic, legal and cultural context.
State Domains and Competencies:
TX-TEXES- DOMAIN: I) SCHOOL COMMUNITY LEADERSHIP* (*School Community includes
COMP.1 students, staff, parents/caregivers, and community members.)
COMPETENCY: 001) The principal knows how to shape campus culture by facilitating the
development, articulation, implementation, and stewardship of a vision of learning that is
shared and supported by the school community.
COMPETENCY: 002) The principal knows how to communicate and collaborate with all
members of the school community, respond to diverse interests and needs, and mobilize
resources to promote student success
COMPETENCY: 003) The principal knows how to act with integrity, fairness, and in an
ethical and legal manner.
TX-TEXES- DOMAIN: II) INSTRUCTIONAL LEADERSHIP
Comp. 2 COMPETENCY: 004) The principal knows how to facilitate the design and implementation
of curricula and strategic plans that enhance teaching and learning: ensure alignment of
curriculum, instruction, resources, and assessment: and promote the use of varied
assessments to measure student performance.
COMPETENCY: 005) The principal knows how to advocate, nurture, and sustain an
instructional program and a campus culture that are conductive to student learning and
staff professional growth.
COMPETENCY: 006) The principal knows how to implement a staff evaluation and
development to improve the performance of all staff members, select and implement
appropriate models for supervision and staff development, and apply the legal
requirements for personnel management.
COMPETENCY: 007) The principal knows how to apply organization decision-making, and
problem-solving skills to ensure an effective learning environment.
TX- COMPETENCY: 008) The principal knows how to apply principles of effective leadership
TEXAS- and management in relation to campus budgeting, personnel, resource utilization, financial
Comp. 3 management, and technology use.
COMPETENCY: 009) The principal knows how to apply principles of leadership and
management to the campus physical plant and support systems to ensure a safe and
effective learning environment.
Course Learning Goals/Objectives: To successfully complete a field based administrative experience in
accordance with the requirements and regulations of the Texas Education Agency, to develop an
individualized professional growth self-study, to work directly under a campus based certified administrator in
consolation with the university supervisor, to participate in on going professional self-assessment and
reflection, and to develop a portfolio of job related experiences related to the Texas Domains and Competencies
for the Principal Certificate.
Course objectives: This course is intended to help students;
1. assess ‘administrative’ strength and weaknesses and plan beneficial growth experiences
2. experience a wide range of administrative activities
3. take various leadership roles in designated projects
4. use reflective practices to assist in evaluation of learning
5. network with others via personal as well as technological means
6. identify and practice skills necessary for effective educational administration
7. Candidates will also exhibit the following professional dispositions:
1) Demonstrates excellence
a. Meets stated expectations of candidate performance.
b. Keeps timelines. Arrives on time for class and other activities.
c. Produces significant artifacts of practitioner evidence.
d. Possesses a willingness to set goals.
e. Attends all classes/trainings and practicum experiences.
f. Completes activities as assigned.
g. Has appropriate personal appearance and/or hygiene for professional setting.
2) Participates in a learner-centered environment and shows respect for professional setting
a. Uses appropriate and professional language and conduct.
b. Supports a “high quality” learning environment.
c. Shows respect and consideration for the thoughts and feelings of others.
3) Research-based pedagogy
a. Has an awareness of and willingness to accept research-based concepts.
b. Identifies important trends in education.
c. Demonstrates interest in learning new ideas and strategies.
d. Relates class discussion and issues to current events in education.
4) Participates in on-going collaboration with peers and professionals
a. Demonstrates kindness, fairness, patience, dignity and respect in working with peers,
staff and instructors.
b. Works effectively with others.
c. Assists others in the university classroom or practicum setting.
d. Demonstrates openness to assistance from others.
e. Receives feedback in a positive manner and makes necessary adjustments.
5) Exhibits stewardship of diversity
a. Shows appropriate stewardship and tolerance to diverse people, environments, and
6) Advocates use of technology
a. Uses and applies existing technologies sufficiently in work.
b. Shows a willingness to use and apply emerging technologies in work.
7) Shows interest in the learning and the learning process
a. Demonstrates significant learning improvement over time.
b. Shows interest in the learning process and demonstrates the necessary amount of time,
energy, and enthusiasm into becoming a better learner, teacher, and practitioner.
Probationary Certification. http://www.uta.edu/coed/educleadership/probationary.php
A student must be currently enrolled and maintain continuous enrollment in the College of Education and
UT Arlington while on a probationary certificate or to receive a probationary certificate extension. Example:
You obtain your probationary certificate your last semester of your program. As required by TEA, you must
continue to enroll in the internship while on a probationary certificate. Reminder: students must pass the
Principal TExES and apply for state certification with the State Board of Educator Certification/Texas Education
Agency within six months of the completion of their program. If a student allows the six months period to go by
without passing the Principal TExES and applying for certification, additional coursework and/or state exams
will be required for recommendation for certification. Additional coursework will be determined by the
appropriate Program Director in consultation with the faculty.
Attendance and Drop Policy:
Students will attend all class meetings, be on time and not leave early without approval from the professor.
Class attendance is required and roll will be taken. If you must be absent or tardy, let the instructor know in
advance if at all possible. Students are expected to arrive on time and stay for the entire class period. These
requirements are in line with the professional attitudes expected in the field of education in both the
university and school setting. Late arrivals to class are a disruption to your peers and to the instructor.
Adds and Drops
Adds and drops may be made during late registration. After registration closes drops go through your
advisor. Students are responsible for adhering to the following regulations concerning adds and drops. These
rules apply to regular semesters and to equivalent time limits in summer sessions as noted on the summer
session calendar. A student may not add a course after the end of late registration. No grade is given if a
student drops a course before the Census Date of that semester. A student may drop a course with a grade of
W during the first six weeks of class. From the seventh week of class through the 12th week of class, a
student may drop a course with a grade of W if passing or a grade of F if failing. A student may not drop a
course after the 12th week of class. The dean of the college or school in which the student is majoring may
require a student to drop a course at any time upon the recommendation of the instructor and the
concurrence of the department chair. Students wanting to drop all courses for which they are enrolled must
withdraw from the University.
Tentative lecture/topic schedule:
Tentative Lecture/Topic Schedule: (Class is seminar class and will meet three times during the semester.)
Class 1: Present syllabus, Select project
Class 2: Course Logistics
Class 3: Capstone Wrap-up
(Assignments should be submitted by email attachment)
Assignment/Activity NCATE TExES Due
Application Adm. Adm. 1/19
Campus Level Pre-Project 7.1 Adm. 2/1
First of the three Learning 7.3. Adm. 2/1
Internship Goals (3) 7.1 Adm. 3/1
Reflection on first book 1.4 6.6, 7.4 3/1
Second of the three Learning 7.3 Adm. 4/1
Reflection of second book 6.1 6.6, 7.4 4/1
Third of the three Learning 7.3 Adm. 5/3
Powerpoint Assignment 1.2 2.4 5/3
Time Log—250 hours 7.2 1-9 5/3
Campus Level Post-Project 7.1. Adm. 5/3
Since this is the Capstone course, I will consider your request to substitute an assignment(s)
Specific Course Requirements:
1. Candidates are expected to be present and on time to all classes.
2. One campus project will be undertaken during the internship. The project should allow
the candidate to experience a leadership role under the direction of the cooperating
administrator in an area or areas such as planning and/or conducting staff development,
strategic campus planning, and program evaluation. Include the purpose of the project,
significance of the project, and plans for formative and summative evaluation of the project
in the description of the project. Diversity demographics should be considered in this
3. The candidate will complete 250 clock hours of administrative observation/application on
the campus and district level. These activities my include involvement with Special
Education and other special population specialists, attend and/or play a role in Special
Education ARD and other meetings important to special populations, general faculty
meetings, team and/or committee meetings, student discipline meetings and hearings,
campus and central office administrative meetings, and school board meetings. Interns
should also document experiences encountered while fulfilling duties assigned by the
cooperating administrator. Form is provided or you may choose to use Excel.
4. Each candidate will submit a summary or reflection of two books that reflect or portray
leadership. The summary/reflection will be two or three pages. The candidate will select
5. You took the Principal TExES Practice Test while enrolled in EDAD 5389. If you scored
80% or above, you do not need to take the test again. If you scored less than 80%, you will
need to take the test again. You must also score 80% or better or take the practice test 3
times to receive credit for EDAD 5399 and to receive a permission to take the certification
6. Create a powerpoint which encompasses all of the information obtained from the following
three situations. Post finished powerpoint product to the WebCT discussion board.
1. Interview a district special program’s coordinator/director. Look for 5 key pts.
2. Interview a campus administrator regarding special program’s operations. Look
for 5 key points.
3. Interview a special program’s instructor regarding program implementation
issues. Look for 5 key points.
7. Learning activities for EDAD 5399 are listed below. You will select three to complete for
this course. Each typed/word-processed report will be about one page in length. Student
names, teacher names and administrator names should not be included in your reports.
Each report will state the activity.
1) Review the discipline referrals for a period of not more than 10 school days. Compile the
data with regard to grade level, special education, other special programs, race, and
gender. Report concerns, etc, time of day for most office referrals, same teacher(s), reaction
to the types of office referrals.
2) With the permission of the administrator, observe a conference dealing with student
behavior. You will not be expected to participate in the discussion.
3) Interview the school nurse and discuss the major requirements, concerns, and goals of the
school health program. How have the expectations of the program changed in the past five
4) Observe the front office secretary or clerk for a period of about 45 minutes. Your report
will discuss your observations, the demands placed on the office staff, positive
observations and concerns.
5) Meet with the director of maintenance or head custodian and review their job
responsibilities and schedules of the staff. Shadow/observe one custodian and/or
maintenance person for a period of about one hour. This needs to be done with the
knowledge of the principal and the person to be observed.
6) Interview the director of transportation. Discuss the current issues and needs in
transportation. Are their special transportation needs for special education students?
7) Interview the campus food service manager. Discuss the current requirements for food
service employees, federal and state requirements related to menus, current issues of the
8) Discuss security procedures with a campus administrator. Are there written guidelines for
key distribution, visitor identification, student searches, locker searches, and metal
9) Observe a district or campus level shared decision-making meeting. Observe the role of
each member in attendance. Did you observe efforts being made to develop leadership
skills in the meeting?
10) Investigate current procedures on the campus in one or more of the following areas:
student searches, student-to-student sexual harassment, student privacy, faculty privacy,
teacher-to-teacher sexual harassment, special education issues, or any other area agreed
upon by the cooperating administrator
11) Interview one professional with experience in writing grants. Review one grant and
highlight the requirements and procedures for writing and submitting the grant.
UTA e-mail will be considered the official means of communication between the university and
students, effective August 22, 2005. Utilize your UTA e-mail for all communications. Your will be
responsible to check your UTA email on a regular basis. I will not be responsible for information you
miss that is sent by UTA email.
American with Disabilities Act (ADA):
If you are a student who requires accommodations in compliance with the ADA, please consult with me
at the beginning of the semester. As a faculty member, I am required by law to provide “reasonable
accommodation” to students with disabilities, so as not to discriminate on the basis of that disability.
Your responsibility is to inform me of the disability at the beginning of the semester and provide me with
documentation authorizing the specific accommodation. Student services at UTA include the Office for
Students with Disabilities (located in the lower level of the University Center) which is responsible for
verifying and implementing accommodations to ensure equal opportunity in all programs and activities.
Student Support Services:
The University supports a variety of student success programs to help you connect with the University
and achieve academic success. They include learning assistance, developmental education, advising and
mentoring, admission and transition, and federally funded programs. Students requiring assistance
academically, personally, or socially should contact the Office of Student Success Programs at 817-272-
6107 for more information and appropriate referrals.
Academic dishonesty is a completely unacceptable mode of conduct and will not be tolerated in any form
at The University of Texas at Arlington. All persons involved in academic dishonesty will be disciplined
in accordance with University regulations and procedures. Discipline may include suspension or
expulsion from the University. “Academic dishonesty includes, but is not limited to, cheating,
plagiarism, collusion, the submission for credit of any work or materials that are attributable in whole or
in part to another person, taking an examination for another person, any act designed to give unfair
advantage to a student or the attempt to commit such acts.” (Regents’ Rules and Regulations, Part One,
Chapter VI, Section 3, Subsection 3.2., Subdivision 3.22).