EDEL 690

EDEL 690: Introduction in School Administration.

Prerequisites: None

Credit Hours: (1-6)

Administrative experience in local schools under the cooperative supervision of both local school/district and university personnel.

Note(s): Grade is recorded as “Pass” or “Fail.”

Student will need 6 hours total.

 

Detailed Description of Content of Course

The following topics are reinforced and amplified in their practical applications:

1. Observation skills
2. Curriculum planning and development
3. Group dynamics
4.  Professional relationships
5. Assisting teachers
6. In‑service activities
7. State reports and requirements
8. School-community relations
9. Administration of extracurricular activities
10. All other activities as determined by the school principal and the university supervisor (see examples in Field Experience Handbook)

 

Detailed Description of Conduct of Course

Internship students spend a minimum of 360 hours at the following four levels:  elementary administration, middle school administration, secondary administration, and at the central office.  For each semester credit of practicum experience, students must spend a minimum of sixty (60) hours engaged in internship activities.  Seminars for the practicum are conducted throughout the semester. Students maintain a portfolio of artifacts which evidence activities related to each of the NELP standards.

Goals and Objectives of the Course

The goals, objectives, and assignments in this class address standards specified in Regulations Governing the Review and Approval of Education Programs in Virginia, Administration and Supervision PreK-12 and the National Educational Leadership Preparation standards.  
Students completing a field experience, in collaboration with an on-site mentor, will demonstrate competencies related to each of the NELP Standards and the standards specified in Regulations Governing the Review and Approval of Education Programs in Virginia, Administration and Supervision PreK-12 . The objectives noted below relate to elements of standards that are not addressed fully in other courses’ content.

1. Understand and demonstrate the capacity to reflect on, communicate about, cultivate, and model professional dispositions and norms (i.e., fairness, integrity, transparency, trust, digital citizenship, collaboration, perseverance, reflection, lifelong learning) that support the educational success and well-being of each student and adult.

2. Understand and demonstrate the capacity to model ethical behavior in their personal conduct and relationships and to cultivate ethical behavior in others.

3. Demonstrate knowledge, understanding, and application of planning, assessment, and instructional leadership that builds collective professional capacity, including identification, analysis, and resolution of problems using effective problem-solving techniques.

4. Demonstrate knowledge, understanding, and application of the purpose of education and the role of professionalism in advancing educational goals, including:

• a. Philosophy of education that reflects commitment to principles of honesty, fairness, caring, and equity in day-to-day professional behavior;
• b. Intentional and purposeful effort to model professional, moral, and ethical standards, as well as personal integrity in all interactions; and
• c. Intentional and purposeful effort to model continuous professional learning and to work collegially and collaboratively with all members of the school community to support the school's goals and enhance its collective capacity.

5. Demonstrate knowledge, understanding, and application of basic leadership theories and influences that impact schools including:

• a. Ability to identify and apply the processes of educational policy development at the state, local, and school level; and
• b. Ability to identify and demonstrate ways to influence educational policy development at the state, local, and school level.

 

Assessment Measures

Students will be assessed in the following ways:

1. Mentor-completed Candidate’s Dispositions evaluation
2. Mentor-completed Professional Characteristics evaluation
3. Mentor-completed letter of recommendation
4. Evaluation of the electronic portfolio compiled over the course of the internship and evidencing each NELP standard.  

Other Course Information

None


Approval and review dates

February 2000

2/27/09    Robert McCracken

May 5, 2022