I. COURSE DESCRIPTION

The practicum provides for closely supervised field experience in various areas of the school principalship under the mentorship of a practicing administrator.  The student will be involved in administrative and supervisory activities that will give him/her a "hands-on", "on-the-job training" experience in preparation for the principalship. In the class setting the student will be involved in activities for him/her to apply essential knowledge acquired in preliminary courses and to reflect on situations to develop technical and ethical competencies as a school principal.

Since each student brings to this program a different professional background, the plan of study will be individualized for each student enrolled and should provide experiences different from what the student engages in on a daily, work-related basis. Note: the student may engage in any administrative or supervisory activity the principal assigns.

It is the student's responsibility to identify and secure a principal who will serve in the mentorship role as the field supervisor. All placements must be approved by the instructor. The administrator may be the principal at the student's place of employment or may be a principal in another building. The total hours completed in this practicum should approach 80; however, the breadth and depth of the experiences are more important than the time.

II. COURSE ORGANIZATION

A. The class will meet: September 2, 1997, October 7, 1997 and November 4, 1997. Logs are due December 2, 1997.

B. The class sessions will be organized around the following major sub-topics.

Plant Management Teacher Evaluations
Discipline School-Community Relations
Curriculum Development School Law, Policies & Regulations
Classroom Observation Test
Analysis & Use
Extra-Curricular Activities

Under the supervision of a principal, the student will be able to:

• Apply administrative and/or organizational theory to practical situations.
• Practice administrative techniques that enhance an effective teaching/learning environment.
• Employ a working knowledge of statutory law, school board policies, and school regulations.
• Participate in administrative tasks related to curricular and extra-curricular activities.
• Observe and/or participate in a variety of administrative tasks as deemed appropriate by the principal.

1. Use of audio-visual materials
2. Committee work
3. Individual and group reports
4. Debates
5. Use of resource persons

1. No required text

2. References:

Adkinson, Judith A and Jerry D. Bailey. Increasing Women's Participation in Educational Administration. The Educational Digest 46:10-13, February 1981.

Allen, Carol, Leonard Pellicer, and Gerald Boardman. Model for Administrator Training Development Uses Both Theory and Practice. NASSP Bulletin 68:14-19, January, 1984.

Barrilleaux, Louis. Performance Objectives for Administrative Internships. NASSP Bulletin, 56: 69-75, March, 1972.

Blumberg, Arthur. The Craft of School Administration and Some Other Rambling Thoughts. Educational Administration Quarterly, 20: 24-40, Fall,1984.

Byrne, David R, Susan A. Hines, and Lloyd E. McCleary. The Senior High School Principalship. The National Survey, Volume One. Reston, Va: NASSP, 1978.

Campbell, Lois, Robert Garmston, and Ken Perkins. Developing Future Administrators: Districts Design Their Own Programs. Thrust for Educational Leadership, 13: 8-11, November-December, 1983.

Corbett, H. Dickson. Principals' Contributions to Maintaining Change. Phi Delta Kappan, 64:190-192, November, 1982.

Cullison, Mary Glenn. Experiential Programs for Preparing School Administrators. The Clearing House, 58:153-155, December, 1984.

Cunningham, Luvern L. Leaders and Leadership: 1985 and Beyond. Phi Delta Kappan, 67:17-20, September, 1985.

Davies, Daniel R. The Internship in Educational Administration. New York: The Center for Applied Research in Education, Inc., 1962.

Dobbins, Charles G. and Thomas M. Stauffer. Academic Administrator- Born or Made? Educational Record, 53:293-299, Fall, 1972.

Erdman, Jean I. Assessing the Purposes of Early Field Experience Programs. Journal of Teacher Education, 34: 27-31, July-August, 1983.

Erlandson, David A. Individualizing the Internship. NASSP Bulletin, 63:88, January, 1979.

Fahey, Rosemary. From Ivory Tower to the Playing Field. Thrust for Educational Leadership, 14:10-11, October 1984.

Farquhar, Robin and W. Michael Martin. New Developments in the Preparation of Educational Leaders. Phi Delta Kappan, 54:26, September, 1972.

Ferreira, Joseph L. The Administrative Internship and Role Change: A Study of the Relationship Between Interactions and Attitudes. Educational Administration Quarterly, 6:77-90, Winter, 1970.

Flaherty, Thomas F. Theory and Practice Yields Qualified Administrators. Education, 93:128-129, November 1972.

Fruth, Marvin, Roy Lake, and Mick Maier. IGE as a Focus for Organizing Graduate Education of Principals. Journal of Teacher Education, 27:253-254, Fall, 1976.

Hencley, Stephen P., Editor. The Internship in Administrative Preparation, Columbus: The University Council for Educational Administration, 1963.

Hoyle, John R. Programs in Educational Administration and the AASA Preparation Guidelines. Educational Administration Quarterly, 21:71-93, Winter, 1985.

Kane, Pearl. Peeping Out of the Ivory Tower. Preparing Educators for Non-school Settings. Phi Delta Kappan, 65:621-624, May, 1984.

Kiner, Robert. Observations of a First-Year Administrator. NASSP Bulletin, 60:42-45, November, 1976.

Krupp, Judy-Arin. Mentoring: A Means of Sparking School Personnel. Journal of Counseling and Development, 64:154-155, October, 1985.

McDermott, Donald F. A Long-Range Approach to Instructional Leadership. Educational Leadership, 41:64, February, 1984.

Melvin, Leland D. Preparing Future Administrators. NASSP Bulletin, 61:54- 58, December, 1977.

Metha, Arlene, Martha Rader, and Renee Rodgers. Exploring Nontraditional and New Emerging Occupations in Vocational Education. The Vocational Guidance Quarterly, 31:276-279, June 1983.

Miklos, Erwin. Evolution in Administration Preparation Programs. Educational Administration Quarterly, 19:166, Summer, 1983.

Onks, Linda. Internships: Getting a Foot in the Door. Delta Kappa Gamma Bulletin, 47:39-43, Winter, 1981.

Page, Jane A. and Fred M. Page, Jr. Principals' Perceptions of Their Role and the Perceived Effectiveness of Their Academic Preparation. College Student Journal, 19:2-16, Spring, 1985.

Palestini, Robert H., and Winston C. Brooks. The Formation of Principals: Two Views. Momentum, 13:28-29, December, 1982.

Pellicer, Leonard O. and Connie Buford. An Intern Program for School Administrators. The Education Digest, 48:43-45, February, 1983.

Pellicer, Leonard O., Kenneth R. Stevenson, and Thomas A. Surratt. Do It First, Then Talk About It: A Principal Practicum. Phi Delta Kappan, 65:429, February, 1984.

Pipho, Chris. School Administrators: The Bottom Line of the Reform Movement. Phi Delta Kappan, 66:165-166, November, 1984.

Rasmussen, Gerald R. and Larry W. Hughes. Simulation: It's the Real Thing. NASSP Bulletin 56:76-81, March, 1972.

Rutherford, William L. School Principals as Effective Leaders. Phi Delta Kappan, 67:31-34, September, 1985.

Sause, Edwin F. Demonstrating Competency as a Principal. NASSP Bulletin, 58:19-28, September, 1974.

Slate, Virginia S. A Program to Train the Middle School Principal. NASSP Bulletin 59:75-81, November, 1975.

Steinkellner, Lesley Linde. Initiating Early Field Experiences in Teacher Education Programs. NASSP Bulletin, 61:103-107, April 1977.

Stewig, John Warren. Reaching for Links that Foster Strength and Stability. Phi Delta Kappan, 66:640-642, May, 1985.

Sutton, John M., Robert F. Seibel, and William C. Redfield. A joint Internship Program for Law and Counseling Students. Journal of Counseling and Development, 64:143-144, October, 1985.

Sweeney, James. Training Educational Leaders as Change Agents: The Effect of the Internship. Educational Technology, 20:42-45, June, 1980.

Sweeney, Jim and Larry Moeller. Decision Training--The Use of A Decision Curriculum with In Basket Simulation. Education. 104:414-418, Summer, 1984.

Sweeney, Jim, Leslie Huth, and Ross Engel. Principal Internships--A Look at the Facts. Education, 102:151-153, Winter, 1981.

Trump, J. Lloyd, Editor. A Report on the NASSP Administrative Internship Project. NASSP Bulletin, 53:xi-115, January, 1969.

Turner, Terilyn C. and Lynn Curry. Lessons From a Competency-Based Administrative Internship That Works. Phi Delta Kappan, 63-492- 493, March, 1982.

Vergason, Glenn, et al. A Field-Based Doctoral Program in Special Education Administration. The Teacher Educator in Special Education, 7:92-99, Spring, 1984.

Waters, Cheryl M. and Terry L. Wyatt. Toledo's Internship: The Teachers Role in Excellence. Phi Delta Kappan, 66:365-367, January, 1985.

Weldy, Gilbert R. Principals: What They Do and Who They Are. Reston, Va: NASSP, 1979.

Youngs, Bettie B. Identifying and Developing Prospective School Leaders. NASSP Bulletin, 67:98-106, December, 1983.

Zerkowski, Mary Ann and Rosemary E. Palaferro. Two Views of Internships. Delta Kappa Gamma Bulletin, 47:36-38, Winter, 1981.

Zuelke, Dennis. Somebody Does It Right: Field Experience for Pre-service Administrators. Phi Delta Kappan, 65:296-297, December, 1983.

1. Identify and secure a school principal who will serve as your mentor and field supervisor. This should be done with the approval of the instructor.
2. Be present or participate in all class sessions.
3. Write summaries of three incidents that have occurred during the A695 Fall experience. Generally, the outline provided below will be used in writing the summaries.

The critical incidents may be any topic related to the work of the principal. The writer should be very careful in protecting the identify of the school and persons involved. Confidential situations must be avoided. Our purpose is not to expose a school's problem areas, but rather to discuss real situations facing administrators and to work toward possible solutions. Critical incidents will be used in discussion groups for this course.

Title
Description of activity
Key questions
Possible solutions
Personal reactions
Conclusion of activity
What administrative skills were used?
What would I do differently?
What did I learn as a result of this experience?

The factors you will address are the six areas comprising the Framework of Instructional Leadership. In a sense, you are conducting a self-interview. This is not a test since there are not any definite right or wrong answers. Rather, it is a chance for you to state your intentions as a future administrator and to indicate areas you still are unclear about and need further clarification. By reflecting on your preparation to this point, you can make informed choices about the types of field-based experiences to become involved in to fill voids in your learning.

Listed below are the six areas to consider and suggestions of the types of issues to address in putting together your educational philosophy. Feel free to expand your responses beyond the issues listed under each area since they are only suggestions to stimulate your thinking. You should address each area. You do not have to address each issue listed below the six areas. Besides addressing these six areas, you are to consider aspects of your present and future preparation that are responsible for shaping your views.

Student Outcomes:

1. What are the types of skills, attitudes, and feelings you would want to promote as a principal?
2. Why are these important?
3. Who will decide what outcomes are most important?
4. How will these decisions be made?
5. How will you use standardized test results to determine student progress?

Instructional Climate:
1. What type of climate is needed to support the student outcomes you listed above?
2. How will the physical plant influence the climate?
3. What evidence will you have that the desired climate is in place?
4. What expectations will you have for student and teacher performances?
Instructional Organization:
1. How will instruction be organized and delivered to support the type of climate and student outcomes you desire?
2. How will students be assigned to classes?
3. What will be the process for student evaluation and promotion?
4. What teaching techniques will be stressed?
5. How will homework policies be established, communicated and monitored?
6. What opportunities will there be for professional development for yourself and the teaching staff?
Principal's Routine Behaviors:
1. What activities will you need to do to ensure that the types of instructional organization, climate, and student outcomes you desire actually occur?
2. What qualities will you be looking for when hiring new staff members?
3. What will you take into consideration when supervising and evaluating staff members?
4. How will staff members be involved in decision making?
5. What will you do to communicate your expectations for students' and staff members' performances?
6. How will you be involved in curriculum development and instructional delivery?

Community:
1. How will you involve parents in the school's affairs?
2. What will you do to promote the school to the community?
3. What civic or community organizations will you try to work with? Why?
4. How will the student population affect your instructional programs?
Beliefs and Experiences:
1. What are your beliefs about students, teachers, parents?
2. How will you communicate these to students, parents, teachers, community members, and district personnel?
3. What background experiences have shaped your current beliefs about education?

DUE: December 2, 1997.

Format:

Duration of Activity

Activity

Signature

Reflections

(Date and Time)

(Code) ( ) Hr.
 
 

CATEGORIES OF ADMINISTRATIVE EXPERIENCES: (Based on the Gary Community Schools Administrative Activity Checklist for Interns and the requirements for the Administrative Practicum of Governors State University.) Additional items have been added.

a. School organization: program and policy-making

1. Help design the master schedule.
2. Schedule specials for the building.
3. Assign pupils to classes.
4. Plan teacher extra-duty assignments.
5. Assign pupils to homerooms, if applicable.
6. Design and implement a student activity program.
7. Organize individual teacher planning for substitutes.
8. Plan for interdisciplinary teaching.
9. Plan changes in staff utilization.
10. Conduct staff orientation and school opening activities.
11. Review and plan the library services.
12. Review and plan nursing services.
13. Review and plan pupil personnel services.
14. Develop/reveiw a student handbook.
15. Develop/reveiw a faculty handbook.
16. Design a school profile for inclusion with transcripts/records.
17. Review curriculum documents for necessary revisions.
18. Attend a School Board Meeting.
19. Serve or/participate with a school committee.
20. Attend faculty meetings.
21. Attend Principal meetings.
22. Other

1. Plan new instructional facilities, (if scheduled).
2. Manage instructional supplies budget.
3. Inventory instructional equipment.
4. Manage equipment budget.
5. Obtain information on an available grant, write, and submit the grant application.
6. Determine specification for instructional supplies and equipment.
7. Keep state attendance records and reports.
8. Supervise district and/or state annual reports.
9. Administer the state textbook program.
10. Analyze the work of the school secretary.
11. Review and revise the schedule of the maintenance employees.
12. Process new student admissions and/or withdrawals.
13. Review and revise the attendance/tardy policies.
14. Explore programs and ideas to improve student attendance.
15. Coordinate an in-service for secretaries, cafeteria workers, etc.
16. Do a study of teacher absences.
17. Obtain substitutes.
18. Other

1. Mediate teacher-student conflicts.
2. Mediate student-student conflicts.
3. Work with Protective Services in reporting and following up on suspected child abuse.
4. Work with juvenile authorities.
5. Deal with attendance issues.
6. Clarify and interpret attendance policies.
7. Make home visits.
8. Mediate parent-teacher conferences.
9. Investigate disciplinary cases.
10. Investigate suspected truancies.
11. Conduct a study of drop-outs.
12. Process a student suspension according to Public Law 218.
13. Arrange for consult services for exceptional children.
14. Supervise student transportation to and from school.
15. Conduct a study of pupil retention or course failures.
16. Arrange for homebound instruction.
17. Review and implement guidelines required for disabled students, staff and others under American With Disabilities Act (ADA).
18. Work with student government and other co-curricular activities.
19. Administer student driving and parking privileges, (if applicable).
20. Supervise students in the cafeteria.
21. Attend parent-principal conferences.
22. Plan and/or supervise fire drills, tornado drills, or school evacuations.
23. Develop, review and monitor a school safety program.
24. Conduct a building and grounds safety inspection.
25. Review and improve upon policies for field trips.
26. Supervise student social activities.
27. Supervise athletic events.
28. Coordinate school-community recreation.
29. Implement a school-community relations program.
30. Form a parent advisory group and hold regular meetings.
31. Develop and coordinate a parent volunteer program in your school.
32. Investigate and supervise the student course selection process, if applicable.
33. Check course titles used in your school with the approved list of titles provided by the state and found in the Administrative Rules handbook.
34. Other

1. Assist teachers with daily, weekly program and instructional plans.
2. Advise teachers regarding classroom management.
3. Work with teachers on proper and effective documentation of events.
4. Interpret a school policy to staff members at a meeting.
5. Review for and conduct grade level meetings.
6. Revise the school testing program.
7. Interpret test results to teachers.
8. Help teachers use test results when planning for instruction.
9. Plan a career day.
10. Develop instructional guides and/or resource materials.
11. Evaluate texts in view of Indiana State Proficiency guidelines.
12. Check curriculum documents with Indiana State Proficiency guides.
13. Check teacher instruction against curriculum guidelines and documents.
14. Conduct a pre-conference, observation, and post-conference with a willing teacher. (This is not to become part of the teacher's record.)
15. Videotape instruction and review it with the teacher.
16. Observe and record levels of questions used in instruction. (Give this information to the teacher.)
17. Observe and record teacher-student interaction during instruction. Give this information to the teacher.
18. Observe and record "class traffic patterns" used by the teacher during instruction. Give this information to the teacher.
19. Develop a weekly or monthly bulletin on effective instruction and effective schools for staff members.
20. Research and explain to staff members the 5 Key Behaviors of Effective Instructions. Do the same for the 5 Catalic Behaviors. (See Borich, G. (1992) Effective teaching methods, 2nd edition. New York: Merrill)
21. Investigate how instruction and achievement is celebrated in this school. Improve upon it.
22. Other

1. Plan a parent visitation program or open house.
2. Prepare special written reports to parents.
3. Prepare news material of pupil and staff accomplishments.
4. Participate in a PTA meeting.
5. Participate in the observance of pupil special occasions.
6. Assist in making a community survey.
7. Develop a program of community volunteers for classrooms.
8. Other

1. Inspect and evaluate the maintenance of the building grounds.
2. Investigate and evaluate the work of classified employees.
3. Develop a means to communicate to all employees how every school employee supports instruction.
4. Evaluate the discipline process in view of P. L. 218.
5. Evaluate how attendance records are maintained.
6. Review the permanent record and make suggestions for improvement.
7. Conduct a school climate audit.
8. Review the program of athletics and student activities and make suggestions for improvement.
9. Other

9/2 Introduction,  Overview of Program
10/7 Educational Philosophies
11/14 Summaries of Incidents
12/2 Final Class - Logs Due
 

H. EVALUATION

The instructor assumes the maturity of the students in the class will cause them to do background reading in areas of classroom discussion.

Grades will be determine via the following:

1. Class assignments
2. Class participation
3. Mentor (principal) appraisal
4. Instructor's Appraisal - Based upon participation, attitude, attendance, professional growth, and level of responsibility.