EDAD 639-0089-1 Practicum in Educational Administration

Fall 2015

August 24, 2015 - May 2016

Instructor: Dr. Jesse Sealey

Office: Old Admin 113

Office Phone: 308-432-6336

e-mail: [email protected]

Office Hours: M, W, F9-10; T, Th10-11

Credit hours: Three graduate credits (3)
Description: Provides practical learning experiences inherent to elementary, middle, and secondary
school principals. Seminar sessions will include discussion of current research and practices based
on building principals needs and concerns. Separate and appropriate experiences will be designed
wherever possible for students preparing in each of the areas elementary and secondary
administration. Required: at least 200 hours in a practicum setting at two school sites.
Prerequisite: EDAD 639 and should be taken as close to the end of the program as possible.
Prerequisite: An earned baccalaureate degree from a regionally accredited institution of higher
education. EDAD 629 is a prerequisite course for individuals who are seeking administrative
endorsement in either a degree or certification program.

Required Text(s): Hackmann, D.G., Schmitt-Oliver, D.M., & Tracy, J.C. (2002). The standardsbased administrative internship. Lanham, MD: The Scarecrow Press, Inc.
Education Unit Conceptual Framework:
The conceptual framework, Developing as Visionary Leaders for Lifelong Learning, focuses on the
following components:
Communication
Professionalism
Student Centered Learning Environment
Assessment
Thinking Skills

Methodology
Leadership
Administrative Candidate Learning Outcomes:
Facilitate the development, articulation, implementation, and stewardship of a
vision of learning that is shared and supported by the school community.
Advocate, nurture, and sustain a school culture and instructional program conducive
to student learning and staff professional growth.
Ensure management of the organization, operations, and resources for a safe,
efficient, and effective learning environment.
Collaborate with families and community members, responding to diverse
community interests and needs, and mobilizing community resources.
Act with integrity, fairness, and in an ethical manner.
Develop an understanding of how to respond to and influence the larger political,
social, economic, legal, and cultural aspects of the education community.
http://www.ccsso.org/Resources/Publications/Educational_Leadership_Policy_Standards_ISLLC_200
8_as_Adopted_by_the_National_Policy_Board_for_Educational_Administration.html

Complete an internship that addresses the standards.

Method(s) of Instruction: EDAD 639 is delivered online using the on-line discussion board,
collaborative groups, field experiences, hands-on use of media and electronic source material, and
on-site instruction and internship.
Technology Issues
Because EDAD 639 is an ONLINE course we want to take special care to provide several technology
reminders. Here is a simple list of technology issues that are specific to the course and
Chadron States Sakai course management system.
1. Chadron State College prefers the use of Microsoft Internet Explorer as the browser for properly
opening course materials. Using Mozilla Firefox on a PC could be frustrating as students try to open
PDFs or other documents.
2. Checking your CSC e-mail regularly is essential for students to stay current with instructor
announcements and possible changes in the course procedures/schedule/assignments.
3. All assignments need to be submitted via Sakai links designated by the instructor. Students should
only send assignments via email attachment when approved by the instructor in advance.
Course Requirements: It is intended that all courses on the graduate level shall require of students
greater intellectual effort, more independence in reading and investigation, and more constructive
thinking than do the undergraduate levels of instruction.
Read, study, and evaluate the assigned text.
Under the mentorship of a practicing principal, perform at least 200 hours of internship
activities. In addition to the 200 hours required in EDAD 639, the candidate should have

logged 50 additional practicum/internship hours in previous courses within the

administrative program. Those hours from previous courses should be added to the
logged hours for the practicum/internship course and so designated.
Complete on-line assignments.
Complete on-site instruction and internship.
Discuss information on the discussion board.
Submit a final electronic anthology addressing the standards for administrators. This will
be shared during the second face to face class or via video.

Collaborative Learning and Online Learning---The Collaborative learning process is an important

learning strategy for this course to promote authentic learning through questioning, and understanding in
sharing thoughts and ideas regarding the essential points from the readings and how the topic relates to your
own experiences. The class will be divided into two smaller collaborative learning groups. I will post a
discussion question for each months group discussion board. For the first part, reflect on the discussion
question posted under your groups name. In order to be more thoughtful about your responses, I would
recommend preparing your responses first on a word processor and then copy and paste them to the
discussion board. Your response should be approximately three to five paragraphs in length citing the key
elements from the readings and your own reflective experience to support your response. For the second
part, I would like you to begin by reading through other group members responses and provide feedback to
at least two members of your group regarding their response. I know that sometimes technology can be
frustrating so please do not hesitate to call me if you have any problems or concerns with Sakai or the course.

Online Discussion Participation Scoring Guide Due Date: Monthly.

Grading Rubric
Criteria
0
(20 total points) Non-performance
Applies relevant
course concepts,
theories, or
materials
correctly.

Does not explain

relevant course
concepts, theories,
or materials.

Collaborates with Does not

fellow learners, collaborate with
relating the
fellow learners.
discussion to
relevant course
concepts.
Applies relevant Does not
professional,
contribute
personal, or
professional,

2
Basic

4
Proficient

Explains relevant
course concepts,
theories, or
materials.

Applies relevant
course concepts,
theories, or
materials
correctly.

Collaborates with
one (1) fellow
learner without
relating discussion
to the relevant
course concepts.

Collaborates with
two (2) or more
fellow learners,
relating the
discussion to
relevant course
concepts.

Contributes
professional,
personal, or other

Applies relevant
professional,
personal, or other

6
Distinguished
Analyzes course
concepts, theories,
or materials
correctly, using
examples or
supporting
evidence.

Applies relevant
professional,
personal, or other

Criteria
0
(20 total points) Non-performance

2
Basic

4
Proficient

other real-world personal, or other

experiences.
real-world
experiences.

real-world
experiences, but
lacks relevance.

real-world
experiences.

Supports position
with applicable
knowledge
includes citations.

Supports position
with applicable
knowledge. One
citation in original
post.

Validates position
with applicable
knowledge. Two
or more citations
in original post.

Does not establish

relevant position.
No citations in
original post.

6
Distinguished
real-world
experiences to
extend the
dialogue.

Participation Guidelines
Actively participate in discussions. To do this you should create a substantive post for each of the
discussion topics which should include citations and reflections on the topic. This unlike some
Forums is where you just discuss topics since the expectation is to submit a scholarly response.
Each post should demonstrate your achievement of the participation criteria. In addition, you should
also respond to the posts of at least two of your fellow learners for each discussion question-unless
the discussion instructions state otherwise. These responses to other learners should also be
substantive posts that contribute to the conversation by asking questions, respectfully debating
positions, and presenting supporting information relevant to the topic. Also, respond to any followup questions the instructor directs to you in the discussion area.
AssignmentsThe assignments are designed to provide you with a means to document what you
are learning. NO late assignments will be accepted. Meeting deadlines is mandatory for
administrators. All article reviews should be done in APA format for students in the EDAD
program. You can reference the APA format at the APA Online site
http://www.apastyle.org/elecref.html
In accordance with the Nebraska State College System Policy 4141 the following represents the
expected contact hours needed to ensure the time involved in student learning is equivalent to that
needed to attain the learning outcomes in comparable courses; learning outcome equivalency is
achieved through multiple course modalities. It is expected that students will spend the following
Hours per Month participating in each of the listed course activities.
Learning Activity
Readings
Discussions
Project-Based Learning
Research-Based Learning
Group Work
Assessments
Total

Hours Per Month

Total for Course

2
1
3
1

16
8
24
8
200
4
260

25
.5

The actual hours spent on individual learning activities will vary from student to student depending
on prior knowledge; however, 135 hours represents the minimum expectation for any student.

In accordance with the Nebraska State College System Policy 4141 the hours in parenthesis represents the expected contact hours
need to ensure that the time involved in student learning that is needed to attain the learning outcomes in comparable courses;
learning outcome equivalency is achieved through multiple course modalities. It is expected that students will spend the following
Hours per Week participating in each of the listed coursed activities.

Course Schedule/Outline: Tentative Course Schedule for EDAD 639 Fall 2015

Date

Readings Assignments

September
Chapter 1: Planning an Effective
Internship Experience
Post on-line in reference to The StandardsBased Administrative Internship
First required face-to-face/video
conference meeting in Chadron will be
Sept. 19.
Read p.1-36 in the text
Focus on the roles and responsibilities of the
all participants in the internship program
Read one of the suggested readings on p.32.
Refer to this reading when you post on line.
October
Chapter 2: A Vision for Success
Post on-line in reference to The StandardsBased Administrative Internship
Discuss the vision development process at
the district and the school level. Also,
discuss how you will articulate the vision
within your school (helping others see the
vision and maintaining the vision within
your school)

Learning Activities and

Assignments
Group discussions on
Sakai
PIP, ISLLC SelfAssessment, and Mentor
forms due by Sept 30.
Chapter 1 Postings -Due: September 19 / Peer
responses -- Due
September 26
Discuss any concerns
about the syllabus,
supervisor's handbook, or
requirements here. And
also post your response to
the Leadership style
prompt.
Chapter 2 Postings -Due: October 17 / Peer
responses -- Due: October
24
Read/discuss Outcomes 15 in Sakai under
Resources
Develop your own vision
of a successful school that
includes successful
leadership, organization of
the school, and your vision
of professional
development for you as a

leader. Your vision

statement should then be
added to your anthology
that is due in March.

November
Chapter 3: A Culture for learning and
Growth Post on-line in reference to The
Standards-Based Administrative Internship
Read in Sakai under Resources the
effectiveness of organizations in regards to
climate and the 4 Outcomes

Turn in Log hours

including reflections on
two of your activities
which relate to Chapter 2
content.
Chapter 3 Postings
Due: November 14 / Peer
responses Due:
November 21
Reflect on the school
culture in your
organization and write
your philosophy of
teaching and learning to
put in your anthology due
in March.

After Reading Chapter 3 and the material

under resources discuss these topics on line
Read and respond to others on the discussion
Turn in Log hours
board
including reflections on
two of your activities
School Board Meeting -recommended
activity
which relate to Chapter 3
content.
January

Chapter 4 Postings-Due: December 19 / Peer

Chapter 4: Managing Change
Post on Sakai in reference to The Standards- responses -- Due: January
9
Based Administrative Internship
Read under resources the two themes that
dominate the teaching and the practice of
management today
Read reflect on outcomes 1-4 in Sakai under
resources and read/reflect on sources on
educational change, change process,
theories, and practices

Read Chapter 4, pages 91

122.
Read the study notes
provided on-line under
resources.
Turn in Log hours
including reflections on
two of your activities
which relate to Chapter 4
content.

February
Chapter 5: Developing Collaborative
Partnerships
Post on Sakai in reference to Chapter 5 in
The Standards-Based Administrative
Internship
Read under resources developing
collaborative partnerships and outcomes 1-4.
Read/reflect on all of the material on
collaboration in Sakai under resources.
School Board Meeting -recommended
activity

March
Chapter 6: Demonstrate Ethical
Leadership
Post on Sakai in reference to Chapter 6 of
The Standards-Based Administrative
Internship
Read all of the material in Sakai in the
overview, outcomes, and ethical
responsibilities, under resources on ethical
leadership
Prior to posting read/reflect on Ethical
Leadership and Leading Schools in Context
on the discussion board.
March 19, 2016 will be the second
required face-to-face/video conference
meeting at Chadron State college.

Chapter 5 Postings -Due: February 13 / Peer

responses -- Due: Feb 20
Discuss collaboration
and/or collegiality on the
discussion board. The
discussion may include
how to collaborate with
outside agencies such as
police, health and human
services, court system, etc.
Turn in Log hours
including reflections on
two of your activities
which relate to Chapter 5
content.
Chapter 6 Postings -Due: March 12 / Peer
responses Due March 19
Be prepared to share some
of your
practicum/internship
experiences and/or your
electronic anthology. Prior
to class, check to see that
you have everything in the
anthology in the correct
order. Use the anthology
checklist under Course
Tools in Resources.
Turn in Log hours
including reflections on
two of your activities
which relate to Chapter 6
content.
Your supervisors'
evaluations should either
be sent to CSC or brought
to class at this time. Some
supervisors may share
their results. Others want
the information to remain
confidential. At least 1
evaluation should be

turned in at this time.

April
Chapter 7: Leading Schools in Context
Post on Sakai in reference to Chapter 7 in
The Standards-Based Administrative
Internship
Read/reflect on the statement of ethics for
school administrators in Sakai under
Resources.

Chapter 7 Postings -Due: April 9 / Peer

responses -- Due: April 16
Discuss ethical leadership
and how you can influence
various groups outside of
and within the school.
Add your Log hours
including reflections on
two of your activities
which relate to Chapter 7
content to your anthology
and submit a link or copy
of your electronic
anthology by April 25.

Methods of Evaluation:
CSC Class meetings (one in the fall and one in the spring) attendance is critical.
Discussion on FORUM Postings
Research papers will be of graduate quality. Generally, credible resources will be cited for
all major concepts presented. Writing style and format for both the paper and the reference
list will conform to the American Psychological Association (APA) style. An evaluation
form will be used.
Complete log documentation as per directions provided. All the materials specifically listed
will be part of the anthology. If materials are missing or time is not logged in, the student
will supply the necessary materials or receive an incomplete until the missing materials are
submitted. The anthology is a major portion of out-of-class work.
Contact with the school principal with whom you shadow will be made to determine the
outcome of the shadowing experience.
Your grade will be determined by your internship evaluation, anthology, discussion,
and papers following the given formats.

Grading Procedures: Points assigned to each activity are available for viewing in the gradebook for this
class. Let me know if you have difficulty viewing any grades. All assignments must be attempted and
achieve a grade of "C" or better in this course for you to receive a final grade for the class. Late submissions
are subject to a one letter grade penalty. Total points will determine your grade for this class.

Discussion Participation

140 points

Log and Reflective Papers (7)

140 points

Supervisors Evaluation

100 points

Electronic Anthology

140 points

Total Points

520 points

(NO late assignments will be accepted. Meeting deadlines is mandatory for administrators.)

Grading Scale: Total points will determine your grade for this class.
A = 93 - 100%
B = 86 - 92%
C = 76 - 85%

NSCS Board Policy 4141:

For this three-credit, sixteen-week course, students should expect to budget an average of 9 hours per
week as the reading, viewing, reflecting, and writing requirements will require this amount of time.
Specific indications for expected time on task are included in the instructions for each assignment and
forum discussions. These time expectations indicate how much time students should devote to
completing these tasks to attain associated learning outcomes, so it is recommended that students pay
close attention to these guidelines.
**Disclaimer: The completion of the minimum time commitment does not ensure a passing grade.
Achievement of the course competencies must be demonstrated.
Expected Professional Classroom Behavior:
1. Demonstrate respect for professor and peers.
2. Make choices which demonstrate a commitment to teaching.
3. Accept responsibility for self and choices made.
4. Do not plagiarize from any source, including lesson plans, quotations and on any other
assignment.
5. Complete assignments in the expected manner as described on course syllabus.
6. Assume responsibility for content of syllabus and submit work in a timely manner.
7. Appear to be engaged throughout each class session. This includes participating in class
activities and discussions, as well as answering questions when asked.
8. Attend class regularly, arrive at class on time, and stay for the complete class session.
9. Turn cell phone off prior to class, put it away, and do not text message.
10. Be reflective and continually evaluate the effects of your choices and actions on others
(students, peers, professors).
Academic Honesty - Students are expected to conduct themselves in conformity with the highest
standards with regard to academic honesty. Violation of college, state, or federal standards with regard
to plagiarism, cheating, or falsification of official records will not be tolerated. Students violating such
standards will be subject to discipline, as per campus policies articulated in the Student Handbook.
The full copy of the student handbook can be found at
http://www.csc.edu/publications/csc_student_handbook.pdf. Academic Policies, including academic
dishonesty, can be found between pages 32-34.

Attendance Policy The College assumes that students will seek to profit from the instructional
program and will recognize the importance of attending every class meeting of courses for which
credit is expected. Responsibility for notifying faculty of absences, and for arranging potential makeup, rests with the students.
Civility Civil behavior enhances the academic setting, and is expected at all times. Courtesy and
respect for others are essential elements of the academic culture. The academic environment welcomes
a difference of opinion, discourse, and debate within a civil environment.
Netiquette Netiquette refers to the use of common courtesy in online communication. To foster
civility in the course environment, use the following guidelines in all course communications (email
messages, discussions, etc.):
Clearly label posts and emails: course, assignment or post topic, name, and other relevant
subject headings
Use capital letters sparingly. THEY LOOK LIKE SHOUTING.
Forward emails only with a writer's permission.
Be considerate of others' feelings and use language carefully.
Cite all quotations, references, and sources.
Use humor carefully. It is hard to "read" tone; sometimes humor can be misread as criticism or
personal attack. Feel free to use emoticons like :) for a smiley face to let others know you are
being humorous.
Use complete sentences and standard English grammar to compose posts. Write in proper
paragraphs. Review work before submitting it.
Text speak, such as "ur" for "your" or "ru" for "are you" etc., is only acceptable when texting.
Chadron State College is committed to an affirmative action program to encourage admission of
minority and female students and to provide procedures which will assure equal treatment of all
students. The College is committed to creating an environment for all students that is consistent with
nondiscriminatory policy. To that end, it is the policy of Chadron State College to administer its
academic employment programs and related supporting services in a manner which does not
discriminate on the basis of gender, race, color, national origin, age, religion, disability, or marital
status. Student requests for reasonable accommodation based upon documented disabilities should be
presented within the first two weeks of the semester, or within two weeks of the diagnosis, to the
Disabilities Counselor (Crites, Rm. 011, 432-6268).
This syllabus and schedule is articulated as an expectation of class topics, learning activities, and
expected student learning. However, the instructor reserves the right to make changes in this schedule
that, within the instructor's professional judgment, would result in enhanced or more effective learning
on the part of the students. These modifications will not substantially change the intent or objectives of
this course and will be done within the policies and procedures of Chadron State College.

Selected References:
Blackman, M. C. & Fenwick, L. T. (March 29, 2000). The principalship: Looking for leaders in a time of
Education Week pp. 68, 46.
Educational Leadership: Various issues published by the Association for Supervision and Curriculum
Development. Publications.

change.

Kouzes, J. M. and Posner, B. Z. (1995). The leadership challenge. San Francisco: Jossey-Bass.

Kouzes, J. M. and Posner, B. Z. (1996). Credibility: How leaders gain and lose it, why people demand it. San
Francisco: Jossey-Bass.
National Association of Secondary School Principal's Bulletin. All issues focus on the secondary school
principalship.
Schwann, C. J. and Spady, W. G. (1998). Total leaders: Applying the best figure; focused change strategies
education. Alexandria VA: ASCD.

to

Sorenson, R. D. (2007). Stress management in education: Warning signs and coping mechanisms. BELMAS
Journal of Management in Education 21(3), 10-13.
Sorenson, R. D. (2007). How sex and money ruined Dr. Ed U. Kator's career. Leadership in Focus 6(Winter),
10.
Sorenson, R. D. (2007). Where are our future school leaders? Critical factors that dissuade lead teachers
pursuing the principalship. School Leadership Review 2(3), 12-27.

from

Sorenson, R. D. (2002). The novice principal: How to avoid the pitfalls leading to career derailment. Texas Study of
Secondary Education 12(1), 28-31.
Sorenson, R. D. & Goldsmith, L. M. (2008). The prinicpal's guide to managing school personnel. Thousand
Oaks, CA: Corwin Press.
Sorenson, R. D. & Goldsmith, L. M. (2006). The principal's guide to school budgeting. Thousand Oaks, CA:
Corwin Press.
Tirossi, G. N. (March 29, 2000). The principalship: School reform's missing imperative. Education Week, pp. 68, 44

6-