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									                            CLEMSON UNIVERSITY
                           SCHOOL OF EDUCATION
                                  Syllabus
                            EdL 750 (Initial)/ EdL 751 (Final)
                 Elementary / Middle School Principal Field Experience
                             EdL 755 (Initial)/ EdL 756 (Final)
                  Middle/ Secondary School Principal Field Experience
                               3 Credit Hours Each Course
                                         Spring 2011
Meeting Time: 5pm-6:15pm Mondays/Thursdays
(Seminars meet approximately every other week during semester. Time may be adjusted
based on student need.)
Location: Wren High School, Piedmont, SC
Course Description: The courses are practica/internships with an experienced
administrator. Students complete an initial and a final internship during the certification
program.
In each internship (initial and final), the student will provide evidence of a minimum of
100 hours of leadership work. As a result, over the two internships, the student will
accrue at least 200 hours of school-based leadership work with a school principal.

                      Dr. Michael Campbell          campbe6@clemson.edu
Website URL:          http://bb.clemson.edu/
Office Hours:         By appointment at UC

School of Education Mission
The Mission of the Eugene T. Moore School of Education is to prepare caring and capable
professionals through intellectually engaging experiences in theory, method, and research
that connect them to the communities in which they live and serve. Our Conceptual
Framework summarizes what we expect our students to value, to know, and to be able to do.
Our conceptual framework six learner outcomes are caring beliefs and actions, capable
knowledge and practice, and connected communication and integration.
http://www.clemson.edu/hehd/departments/education/about/framework.html


School of Education Commitment to Diversity:

The Eugene T. Moore School of Education is committed to providing all candidates with
purposeful, challenging, and diverse experiences. It is through a range of diverse,
carefully constructed, and challenging classroom-based instruction and field-based
experiences that candidates will recognize the inherent dignity and value of all
individuals, promote equity in education, and advocate on behalf of children, families,
and communities.
Academic Integrity Policy

"As members of the Clemson University community, we have inherited Thomas Green
Clemson’s vision of this institution as a ‘high seminary of learning.’ Fundamental to this
vision is a mutual commitment to truthfulness, honor, and responsibility, without which
we cannot earn the trust and respect of others. Furthermore, we recognize that academic
dishonesty detracts from the value of a Clemson degree. Therefore, we shall not tolerate
lying, cheating, or stealing in any form." Please refer to the “Academic Integrity Policy”
on for Graduate Students including these URLs for the Grad School Philosophy and
policy:

http://gradspace.editme.com/AcademicGrievancePolicyandProcedures#integrityphilosop
hy

and

http://gradspace.editme.com/AcademicGrievancePolicyandProcedures#integrity




Students with Disabilities
It is University policy to provide, on a flexible and individualized basis, reasonable
accommodations to students who have disabilities. Students are encouraged to contact
Student Disability Services to discuss their individual needs for accommodation. If you
have a documented disability that requires accommodation, you must notify the professor
in writing during the first week of class.

Undergraduate Course LiveText Text for Inclusion:
The Eugene T. Moore School of Education is required to collect assessment data on all education
students in order to maintain our NCATE accreditation and other professional association
recognitions. We have chosen a system called LiveText that allows faculty to collect student
performance data and students to store artifacts and projects for future use. For this purpose, it will be
necessary for all education majors to purchase an online LiveText account through the Clemson
University bookstore. It will cost $98 and is required for completion of this course. You only need
to buy a LiveText account once during your degree program. When you purchase it from the CU
Bookstore, please follow the instructions for on-line registration and register with your 9-digit
Clemson ID number.

Live Text Help Center provides clear and concise information on how to submit an assignment in
LiveText and how to view graded assignments. Please refer to the following for assistance
https://c1.livetext.com/c1_help/. There is a ‘For Students’ tab that provides help information by topic
including ‘Courses’ where you will find information on submitting and viewing assignments. If you
still have questions, please contact LiveText email help or call their technical support center.

Graduate Course LiveText Text for Inclusion:
Newly enrolled students in educational leadership, school counseling, elementary education, early
childhood education, middle level education, secondary education, special education, curriculum and
instruction, and reading, as well as ed leadership and school counseling certification-seeking programs
      must make a one-time purchase of registration with LiveText in the amount of $98 from Clemson's
      bookstore.

      The Eugene T. Moore School of Education is required to collect assessment data on all education
      students in order to maintain our NCATE accreditation and other professional association
      recognitions. We have chosen a system called LiveText that allows faculty to collect student
      performance data and students to store artifacts and projects for future use. For this purpose, it will be
      necessary for all students in the programs identified in the paragraphs above to purchase an
      online LiveText account. You only need to buy a LiveText account once during your degree
      program. When you purchase it from the CU Bookstore, please follow the instructions for on-line
      registration and register with your 9-digit Clemson ID number.

      Live Text Help Center provides clear and concise information on how to submit an assignment in
      LiveText and how to view graded assignments. Please refer to the following for assistance
      https://c1.livetext.com/c1_help/. There is a ‘For Students’ tab that provides help information by topic
      including ‘Courses’ where you will find information on submitting and viewing assignments. If you
      still have questions, please contact LiveText email help or call their technical support center.




      Rationale: Practicum courses are designed for the student to have two semester-long,
      clinical experiences with an administrator in a field-based setting, earning a minimum of
      100 hours of experience in each internship. Both internships are required courses in the
      M.Ed. program in Administration and Supervision and should be taken near the first half
      and in the second half of the certification program. It is preferred that students take one
      internship in the fall and one in the spring to experience a principals’ full-range of
      responsibilities over an academic year. These field-based courses will be accompanied by
      seminar presentations, with the addition of possible online or alternative experiences.

      Standards and Objectives Addressed: The internships align with both the School of
      Education Conceptual Framework and with Interstate School Leaders Licensure Consortium
      (ISLLC) Standards/ Educational Leadership Constituent Council (ELCC) Standards as shown
      on the following table. Specifically, students in the initial internship are required to
      demonstrate evidence focused primarily on ISLLC/ELCC Standards 1, 3, and 5. Students in
      the final internship are required to demonstrate evidence focused primarily on ISLLC/ELCC
      Standards 2, 4, and 6; however, in during each internship, students will have some
      experiences across the six standards.
                                                                                                                                C
ISLLC             Conten     Content     Content for        Progress toward                   Progress toward Degree
Standard          t for       for        Connected          Certification
                  Caring     Capable
Application of    IA1-6,     IIA1-9,     IIIA1-3, IIB1-3    Students create a portfolio       Students create a portfolio
all ISLLC/ELCC    IB1-3      IIB1-8                         complete with evidence of         complete with evidence of
standards                                                   leadership work in all six        leadership work in all six
(Visionary,                                                 standards (vision statement,      standards (vision statement,
Instructional,                                              career plan, log of activities/   career plan, log of activities/
Management,                                                 reflections aligned with          reflections aligned with
Collaborative,                                              portfolio entries of field-       ISLLC, portfolio entries of
Ethical, and                                                based learning, and               field-based learning, and
Political                                                   evidence of an educational        evidence of an educational
Leadership)                                           improvement project)       improvement project)
       Technology, Equipment, or Skills Required
       software, hardware, digital media [examples: Blackboard, SmartBoard, I-Clicker, Web
       design, Excel formulas, Blogs, SPSS]



       Attendance Policy
       Attendance is required for all seminar sessions, conferences, and site visits.
       Course Objectives
          1. To understand the role and function of the school principal through field work
              experiences that focus on school improvement for P-12 student benefit.
          2. To build initial leadership skills and knowledge by integrating theory and
              effective school practices under the supervision of a principal.
          3. To learn about school organizations and gain insight into the coordination of
              various aspects of the school program and systems by making application of
              competencies acquired during the principal preparation coursework.
          4. To understand and begin applying situational leadership styles appropriate for
              school contexts.
          5. To expand awareness of school operations by attending semi-monthly seminars
              that involve simulations, exercises, and speakers.
          6. Administrative candidates will explain strategies that encourage and support the
              incorporation of cooperative learning in classroom instruction.

       Requirements and Assessment Strategies
       S.C. General Assembly passed S. 154 in 2004 requiring all individuals enrolled in an
       educator preparation program in the state to undergo a fingerprint review prior to clinical
       teaching/ field work. This applies to all students who are participating in the principal
       internship who may be seeking initial certification in the state. Any student who is not
       employed as a certified teacher who will be completing an internship in S.C., will need to
       show evidence of a valid S.C. certificate and will need to give a copy of the certificate to
       the internship professor. If a certificate is not held, the student needs to contact the MEd
       program coordinator for a certification packet and fingerprint information prior to starting
       school-based internship activities.

       Students will be assessed on the following work as evidence of fieldwork:
          1. Approved Contract- The student will develop a fieldwork contract with the site
             supervisor and professor that outlines a minimum of 100-hours of field-based
             leadership work that the student will complete during the summer/fall. The
             contract must include opportunities for students’ leadership development outside
             of their current employment contract. In other words, students may need release
             time to assume administrative responsibilities, complete leadership tasks, as well
             as observe model leaders in action.

              2. Required Field Experiences- See attachment for details on these required
                 common field experiences: (a) Interview of Practicing School Leader,
   (b) Shadow/Observation of Practicing School Leader, (c) Facilities Walk-
   through and Analysis, (d) Instructional Leadership Project (See #4 below), (e)
   Leadership for Special Education Services and (f) School Board and
   Advisory Council Analysis. The professor will divide these required field
   experiences over the two internships. Students include and count hours from the
   assigned field experiences towards the 100 hours required for internship
   completion during the given semester.

3. Log and Reflective Journal- The student will maintain a weekly log/journal of
   time spent in practicum learning experiences. The log will document the student’s
   reflective experiences to include a minimum of 100 clock hours, with a balance of
   the hours occurring across all six ISLLC/ELCC Standards. The professor will
   review the log during the semester. The professor will be looking to see students’
   growth and development from observing leadership to participating in leadership
   to assume the roles and responsibilities of a school leader.

4. Management (Initial) and Instructional Leadership (Final) Projects- With
   approval of the professor and site principal mentor, the student will identify a
   school-based improvement project each semester. This project will provide
   specific training experiences geared to the role of the assistant principal or
   principal. The project must be useful to the school site in which the field
   experience occurs. The student must be involved in leading, not merely observing
   or participating as a teacher.

5. Professional Portfolio- The student will develop a portfolio for submission
   during the semester, again during the subsequent field experience, and as
   culminating evidence of growth at the end of the program. The professor and site
   mentor will review the portfolio as it progresses. The portfolio will provide
   evidence of a student’s leadership learning and performance achievements during
   their program of leadership preparation. As specified in each syllabus for this
   program since January 2006, students’ portfolios and other work assignments may
   be electronically archived and used as evidence in the Eugene T. Moore School of
   Education Assessment System for purposes of accreditation.

6. Site Visits and Document Reviews- The professor will conduct site visits/
   conferences with the student and principal mentor to assess student performance
   and will review the portfolio, log/reflection, and other documents showing
   evidence of the student progress. Typically, 1-2 site visits may occur and the
   professor may also have individual or small group student conferences based on
   need.

7. Readings, Presentations, Online Activities, and Seminar Meetings- Students
   will participate in a varied of activities to support their learning experience during
   the internship. A seminar schedule will be distributed by the professor.
Evaluation and Grading Policy
The student will earn points for the following requirements. All deadlines for
assignments must be met or deductions in grades will occur. Assignments later than two
weeks past the due date will not be accepted without professor approval:
       Approved Contract                                                   4 points
       Practicum Log and Reflective Journal                                20 points
       Project Presentation and Portfolio Entry                            10 points
       Portfolio                                                           36 points
       Seminar attendance, participation, reading, online activities       20 points
       Site supervisor rating                                              10 points

A= 100-90      B= 89-80      C= 79-70     D= 69-60     F= 59-0

								
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