Syllabus for EDL-700

FIELD-BASED PRACTICUM


COURSE DESCRIPTION

The Field-Based Practicum is a culminating activity for students completing the Master of Arts in Educational Leadership (MAEdL) program. It requires you to engage in a 150-hour practicum experience, and thus the completion of 300 hours of practicum activities, at your school site or at an alternative site where you can put leadership theory into practice, working with a local school administrator and the course mentor. You design and implement a series of administrative, supervisory, curricular, and professional development activities that address the standards developed by the Interstate School Leaders Licensure Consortium (ISLLC). Activities will be structured to address each of the six ISLLC Standards during the 12-week practicum. On completion of the activities, you will develop a final report that includes artifacts as well as analysis and reflective commentary on the practicum.

PREREQUISITE

Before enrolling in this capstone course, you should have completed 150 documented hours of practicum activities. These hours are distinct from the 150-hour Field-Based Practicum and may not be used to satisfy the 150-hour practicum.

For a list of sample activities that can be used to complete both the 150-hour prerequisite and the 150-hour Field-Based Practicum, see the Sample Activities document posted in Course Documents.

Note: As part of the requirements for administrative certification with the endorsement of Principal in New Jersey, you are required to complete a total of 300-hours school-based practicum activities.

COURSE OBJECTIVES

On successful completion of this course, you should be able to accomplish the following:

  1. Apply leadership behavior in planning and implementing programs and activities aimed at solving problems, initiating new instructional activities, making decisions, coordinating professional development, and resolving conflicts in an actual school setting.
  2. Develop personal skills and talents in working with professional and technical staff, school-based or district level administrators, individual parents and parent organizations, and the general community.

  1. Gain formal and informal feedback from the local administrator, the course mentor, other graduate students and interns, and professionals in the field as a means of gauging one's success in leading others.
  2. Assess oneself in terms of lessons learned, tasks accomplished, and acquisition of knowledge, skills, and abilities as well as those not mastered.
  3. Test theory against practice and understand how the two challenge and support each other in such areas as curriculum development, staff evaluation, community relations, student achievement, and discipline.
  4. Practice behavior that seeks to make schools effective learning organizations, especially for students.

COURSE MATERIALS

You will need the following materials to do the work of the course. The required textbooks are available from the University's textbook supplier, MBS Direct.

Required Textbooks

  • Cunningham, W. G. (2007). A handbook for educational leadership interns: A rite of passage. Boston: Pearson Allyn & Bacon.

    ISBN-13: 978-0205464234

  • Fullan, M. (2005). Leadership & sustainability: System thinkers in action. Thousand Oaks, CA: Corwin Press.

    ISBN-13: 978-1412904964

  • Fullan, M. (2007). Leading in a culture of change. San Francisco, CA: Jossey-Bass.

    ISBN-13: 978-0787987664

Electronic Portfolio Registration

As a capstone experience in the Educational Leadership program, you will prepare an electronic portfolio that demonstrates your incremental achievement of the program standards. Each course in the program helps you to identify artifacts to place in your portfolio on completion of the course. To this end, you are required to purchase an electronic portfolio registration code upon your entry into the Master of Arts in Educational Leadership program. Basic directions for purchasing access to and using your electronic portfolio are posted within the Educational Leadership Students Organization (online community).

COURSE STRUCTURE

The Field-Based Practicum is a 12-week, three-credit, graduate course that comprises student-created modules of approximately two-week duration. The 150-hour Field-Based Practicum is an extension of the 150 hours of practicum activities completed prior to entering this course. Each student-created module focuses on one or more activities aligned to the six ISLLC standards. Any module may address primarily one standard and also address one or two others.

For a list of sample activities that can be used to complete both the 150-hour prerequisite and the 150-hour Field-Based Practicum, see the Sample Activities document posted in the Course Documents folder located at the top of the course site, beneath the Class Lounge link.

ASSESSMENT METHODS

In completing the Field-Based Practicum, you will be assessed using a variety of evaluation strategies, techniques, and activities in the form of plans, reports, logs, and artifacts.

Consult the Course Calendar for assessment due dates.

Promoting Originality

One or more of your course activities may utilize a tool designed to promote original work and evaluate your submissions for plagiarism. More information about this tool is available in this document.

Activities Log

Your first assignment will be to document the 150 practicum hours completed prior to taking this practicum course, using the Educational Leadership Practicum Log provided in the Course Documents folder. This initial accounting of previous practicum activities provides a basis for developing a suitable action plan for the 12-week, 150-hour Field-Based Practicum.

To submit the activities log, go to the Activities Log section of the course Web site.

Action Plan

You will develop an action plan for the 12-week practicum that addresses all six ISLLC standards and uses a school or school district as the base of study. The plan will include objectives aligned with standards, proposed activities, timelines, and anticipated outcomes.

To submit both a draft of your plan and the finalized Action Plan, go to the Action Plan section of the course Web site.

Activity Reports

Activity reports will follow the completion of each module or set of activities (approximately every two weeks). Included is a description of the activities, relationship to standards, accomplishment, feedback from administrator and mentor, and artifacts.

To submit activity reports, go to the Activity Reports section of the course Web site.

Reflective Log

You will maintain a reflective log on the course Web site that will include personal observations, comments, ideas, and other statements that monitor the various steps of the practicum. The log is shared with the course mentor only.

Discussion Forums

Class Discussion Forums will provide daily or weekly opportunities to exchange ideas and thoughts with other students. The course mentor will monitor the board and participate as appropriate.

 

Final Report

You will produce a final report in electronic format. Included will be samples of your work during the practicum.

To submit the final report, go to the Final Report section of the course Web site.

Artifacts

You will organize all the products of the practicum into an artifact file for review by the University mentor and yourself. It will serve as both a means to evaluate your work as well as a means to display to others the outcomes of the experience.

On-Site Mentor Report

The on-site mentor or school administrator will provide feedback on your performance relative to the ISLLC standards.

Portfolio Artifacts and Reflective Narrative

The principal artifacts for this course are the documents you create that can support the hours accrued for the practicum. These can include memoranda, meeting agenda, formal presentations, etc. Accompanying each artifact is a reflective narrative that describes the process and how the artifact meets specific standards and prepares you for school leadership.

Upload your artifacts to your electronic portfolio, and be certain to indicate their alignment to the applicable ISLLC standards.

Harassment, Intimidation, and Bullying Prevention Module

The New Jersey Department of Education requires that all educator certification programs initiated by state institutions, including the one in which you are enrolled, incorporate HIB (Harassment, Intimidation, and Bullying) prevention curriculum. You will satisfy this requirement by working through a module within this field-based practicum course. (Completion is a required, but ungraded, part of the Practicum course.)

You will read the HIB prevention materials linked through the EDL-700 course site and take seven short quizzes.Your completion of the quizzes will be recorded in the Gradebook for this course, and after you have completed all seven quizzes an email will automatically be sent to the University indicating that you have fulfilled your responsibility.

GRADING AND EVALUATION

Your grade in the course will be determined as follows:

All activities will receive a numerical grade of 0–100. You will receive a score of 0 for any work not submitted. Your final grade in the course will be a letter grade. Letter grade equivalents for numerical grades are as follows:

A

=

93–100

B

=

83–87

A–

=

90–92

C

=

73–82

B+

=

88–89

F

=

Below 73

To receive credit for the course, you must earn a letter grade of C or higher on the weighted average of all assigned course work (e.g., assignments, discussion postings, projects, etc.). Graduate students must maintain a B average overall to remain in good academic standing.

ACADEMIC INTEGRITY

Thomas Edison State University is committed to maintaining academic quality, excellence, and honesty. The University expects all members of its community to share the commitment to academic integrity, an essential component of a quality academic experience.

Students at Thomas Edison State University are expected to exhibit the highest level of academic citizenship. In particular, students are expected to read and follow all policies, procedures, and program information guidelines contained in publications; pursue their learning goals with honesty and integrity; demonstrate that they are progressing satisfactorily and in a timely fashion by meeting course deadlines and following outlined procedures; observe a code of mutual respect in dealing with mentors, staff, and other students; behave in a manner consistent with the standards and codes of the profession in which they are practicing; keep official records updated regarding changes in name, address, telephone number, or e-mail address; and meet financial obligations in a timely manner. Students not practicing good academic citizenship may be subject to disciplinary action including suspension, dismissal, or financial holds on records.

All members of the University community are responsible for reviewing the Academic Code of Conduct Policy in the University Catalog and online at www.tesu.edu.

Academic Dishonesty

Thomas Edison State University expects all of its students to approach their education with academic integrity—the pursuit of scholarly activity free from fraud and deception. All mentors and administrative staff members at the University insist on strict standards of academic honesty in all courses. Academic dishonesty undermines this objective. Academic dishonesty can take the following forms:

Plagiarism

Thomas Edison State University is committed to helping students understand the seriousness of plagiarism, which is defined as using the work and ideas of others without proper citation. The University takes a strong stance against plagiarism, and students found to be plagiarizing are subject to discipline under the academic code of conduct policy.

If you copy phrases, sentences, paragraphs, or whole documents word-for-word—or if you paraphrase by changing a word here and there—without identifying the author, or without identifying it as a direct quote, then you are plagiarizing. Please keep in mind that this type of identification applies to Internet sources as well as to print-based sources. Copying and pasting from the Internet, without using quotation marks and without acknowledging sources, constitutes plagiarism. (For information about how to cite Internet sources, see Online Student Handbook > Academic Standards > “Citing Sources.”)

Accidentally copying the words and ideas of another writer does not excuse the charge of plagiarism. It is easy to jot down notes and ideas from many sources and then write your own paper without knowing which words are your own and which are someone else’s. It is more difficult to keep track of each and every source. However, the conscientious writer who wishes to avoid plagiarizing never fails to keep careful track of sources.

Always be aware that if you write without acknowledging the sources of your ideas, you run the risk of being charged with plagiarism.

Clearly, plagiarism, no matter the degree of intent to deceive, defeats the purpose of education. If you plagiarize deliberately, you are not educating yourself, and you are wasting your time on courses meant to improve your skills. If you plagiarize through carelessness, you are deceiving yourself.

For examples of unintentional plagiarism, advice on when to quote and when to paraphrase, and information about writing assistance, click the links provided below.

Examples of Unintentional Plagiarism

When to Quote and When to Paraphrase

Writing Assistance at Smarthinking

Disciplinary Process for Plagiarism

Acts of both intentional and unintentional plagiarism violate the Academic Code of Conduct.

If an incident of plagiarism is an isolated minor oversight or an obvious result of ignorance of proper citation requirements, the mentor may handle the matter as a learning exercise. Appropriate consequences may include the completion of tutorials, assignment rewrites, or any other reasonable learning tool in addition to a lower grade for the assignment or course. The mentor will notify the student and appropriate dean of the consequence by e-mail.

If the plagiarism appears intentional and/or is more than an isolated incident, the mentor will refer the matter to the appropriate dean, who will gather information about the violation(s) from the mentor and student, as necessary. The dean will review the matter and notify the student in writing of the specifics of the charge and the sanction to be imposed.

Possible sanctions include:

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