Master of Arts in Education Administration and Supervision. South Florida Student Handbook

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1 Master of Arts in Education Administration and Supervision South Florida Student Handbook August, 2006

2 TABLE OF CONTENTS TABLE OF CONTENTS... 2 OVERVIEW... 3 College of Education Mission and Purpose...3 Master of Arts in Education (MAED) Philosophy...3 MAED: Administration and Supervision...4 ADMISSIONS REQUIREMENTS... 5 CURRICULUM AND COURSE SEQUENCE... 6 COMPETENCIES AND PROGRAM STANDARDS... 7 ACTION RESEARCH PROJECT TASKSTREAM ADMINISTRATIVE INTERNSHIP SITE APPROVAL AND AGREEMENT DIRECTIONS FOR USING THE INTERNSHIP LOG INTERNSHIP LOG INTERNSHIP REFLECTIONS AND NOTEBOOK ADMINISTRATIVE FUNCTIONS AND SKILLS LIST RESPONSIBILITIES OF THE INTERNSHIP STUDENT RESPONSIBILITIES OF THE UNIVERSITY FACULTY SUPERVISOR RESPONSIBILITIES OF THE SITE SUPERVISOR FINAL EVALUATION OF INTERNSHIP STUDENT BY SITE SUPERVISOR

3 OVERVIEW College of Education Mission and Purpose The College of Education at the University of Phoenix is guided by its own mission and purpose that directs our work with teacher candidates and professional educators. Our programs encompass the initial preparation of professional educators, graduate level degrees, and professional development courses and programs. The College of Education constantly works to achieve our vision. The College of Education is a leader in innovative educational solutions for developing educators, impacting P-12 students, and meeting school needs by: Offering a comprehensive set of programs that recognize and address the developmental process of teaching and learning in a diverse society. Employing a practitioner faculty who are recognized as experts in the educational community. Using integrated technologies to impact learning. Emphasizing assessment and self-assessment of teaching and learning on a continuing basis. Sharing our model and best practices with our colleagues. The Board of Directors, President, and other executive administrators of the University of Phoenix support in full the vision and mission of the College of Education. Master of Arts in Education (MAED) Philosophy The MAEd Program provides an educational framework that supports the advancement, application, and integration of relevant theory and concepts. Specializations provide an in-depth examination of content, skills, and knowledge necessary to effective practice. The curriculum is current, reality and theorybased, application-oriented, and sensitive to cultural diversity. The MAEd Program produces competent, balanced, and forward-looking individuals who exemplify professional standards and who advance the education profession. Graduates are systems advocates, resourceful leaders, and effective communicators. They are team-oriented, are aware of professional assets and limitations, can identify and allocate human, fiscal, and research resources, and can manage change. Graduates from the MAEd Program exemplify leadership and excellence in practice and are prepared to: 1. Maintain and promote professional standards 2. Facilitate growth in others 3

4 3. Lead change and innovation 4. Think critically 5. Effectively communicate with communities, organizational personnel, and other appropriate individuals, agencies, and institutions 6. Demonstrate flexibility and resourcefulness 7. Manage conflict 8. Supervise others in educational settings 9. Act in a consultative role 10. Continue their self-awareness, personal and professional growth, and risktaking MAED: Administration and Supervision The Administration and Supervision specialization is designed for educators interested in gaining knowledge and expertise in the area of school administration. The program curriculum is focused on education finance, school law, roles and responsibilities of the principal, community relations, and supervision of personnel. The 40 hour degree program has a research component that requires an Action Research Project. All project work integrates the theoretical aspects of education and the practical experience of adult learning through the identification and exploration of significant problems related to the student s area of professional responsibilities and interests. The program is designed primarily for classroom teachers who want to become P-12 administrators. It is a month program, offered in Flexnet (combination of onground and online) and onground formats. Faculty members teaching in this program are public school practitioners with a minimum of five years experience in the field who possess current certification as P-12 administrators. This is a degree program that has been recognized by the Florida Department of Education. Students will apply for certification through the state at the culmination of the degree program. Students in the program must successfully complete a 240 hour internship experience in a public school under the direct supervision of a University faculty supervisor and a licensed school administrator, who will act as their site supervisor. 4

5 ADMISSIONS REQUIREMENTS The MAED/ADM Master of Arts in Education/Administration and Supervision program is a 40 hour, month degree with the following requirements for admission: 18 months prior instructional experience in a P-12 setting in or out of state. A cumulative grade point average (GPA) of 2.5 on the undergraduate degree posted transcript from a regionally approved college or university or equivalent undergraduate degree earned at a recognized foreign institution. Certified School Psychologists, Media Specialists, and School Guidance Counselors are eligible if they have three years of verifiable experience in the K-12 setting. Substitute teachers may be accepted if they are a permanent sub assigned to the same classroom for at least 4 consecutive months during an academic year. The following will not be counted as teaching experience: Student teaching Internship Practicum Paraprofessional/teacher s aide Home Schooling College graduate assistant Recreational coaching (Little League, YMCA, children s sports teams, etc.) Weekly instruction at religious institution Daycare provider or baby sitting Camp counselor Tutoring All applicants must be currently employed or have access to a suitable work environment for the completion of course assignments. (6) Graduate credits (not to exceed two [2] University courses) may be waived. The following courses will not be waived from the degree program: 5

6 EDA/590A EDD/569 SEI/500 EDA/590B EDA/590C EDD/577 EDD/580 CURRICULUM AND COURSE SEQUENCE The core curriculum in each area is completed in the order recommended by the University. The University reserves the right to modify and/or re-sequence the curriculum as necessary. The Master of Arts in Education Administration and Supervision (MAED/ADM) courses and required course sequence are indicated in the following chart: COURSE NO. COURSE TITLE CREDITS LENGTH PREREQUISITES COM/516 Professional Communications 1 3 weeks EDD/569 Introduction to Action Research 2 4 weeks EDD/520 Critical Issues in Education 3 6 weeks QNT/575 Measurement, Evaluation and Ethics in Research 2 4 weeks SEI/500 Structured English Immersion 3 6 weeks EDA/590A Administrative Internship 1 3 weeks EDA/564 The Role and Functions of the Principal 3 6 weeks EDA/538 Education Finance and Budgeting 3 6 weeks EDD/577 Action Research 3 6 weeks EDD/569 EDA/545 School Law for Educators 3 6 weeks EDA/550 EDA/554 Human Resources Management in Education Instructional Program Management and Evaluation 3 6 weeks 3 6 weeks EDA/590B Administrative Internship 1 3 weeks EDA/590A CUR/558 EDA/532 Foundations of Curriculum and Instruction Human Relations and Organizational Behavior in Education 3 6 weeks 3 6 weeks EDA/590C Administrative Internship 1 3 weeks EDA/590A, EDA/590B EDD/580 Applications of Action Research 2 4 weeks EDD/

7 COMPETENCIES AND PROGRAM STANDARDS Graduates of the program will demonstrate competencies in: Establishing learning goals and evaluation of programs. Selection, supervision and professional development of personnel. Budget preparation and management. Student management/student activities. School building design/management of facilities. Curriculum development and implementation. Development and coordination of participatory (site-based) decision-making. Communicating district mission, goals and programs to students, parents and constituencies. Technical requirements of mandated programs, such as special education and gifted and talented. School law and policy. Modeling and setting high standards to ensure quality learning experiences that lead to success for all students. Leading an educational community that is committed to and focused on learning. Integrating the educational community into the larger community to enrich mutual learning. Modeling and creating an environment that encourages and develops responsibility, ethics, and citizenship. Recognizing, valuing, and supporting ethnic, cultural, gender, and economic diversity throughout the educational community, while providing fair and equitable treatment and consideration for all. Demonstrating the qualities of a continuous learner who encourages and supports the personal and professional development of self and others. Organizing and managing human and financial resources to create a safe and effective working and learning environment. These competencies are realized through the following Program Standards: 7

8 Domain One: Leadership 1A Knowledge of Content and Leadership The proficient administrator: Communicates effectively. Identifies the principles of developing and implementing strategic and/or school improvement plans. Utilizes consensus building and/or site-based management. 1B Dispositions and Values Related to Leadership The proficient administrator: Promotes continuous school improvement. Creates an inclusive community with school staff. Commits to ensuring that students have the knowledge, skills and values needed to become successful adults. Examines one s own assumptions, beliefs and practices. Creates a school vision. 1C Performances Related to Leadership The proficient administrator: Communicates and models the vision and mission of the school effectively to staff, parents, students and community members. Integrates strategic plans to align efforts and leverage resources. Assesses data related to student learning used to develop the school vision and goals. Fosters and nurtures a culture of responsible risk-taking that promotes continuous innovation in technology. Domain Two: Curriculum and Instruction 2A Knowledge of Curriculum and Instruction The proficient administrator: Identifies student growth and development, learning theories, and motivational theories. Applies the principles of effective instruction and evaluation. Uses technology in promoting student learning and professional growth. 2B Dispositions and Values Related to Curriculum and Instruction The proficient administrator: Promotes life long learning for self and others. Infuses professional development as an integral part of school 8

9 improvement. Promotes a safe and supportive learning environment. 2C Performances Related to Curriculum and Instruction The proficient administrator: Measures instructional practices using a variety of techniques including technology. Develops processes that identify, clarify and address barriers to student learning. Implements professional development that promotes a focus on student learning consistent with the school vision and goals. Infuses diversity in developing learning experiences. Develops and implements programs that meet the needs of special education students and their families. Provides for the use of technology to meet the individual needs of learners in a student-centered learning environment. Identifies, uses and evaluates appropriate technologies to enhance and support curriculum and instruction that lead to high levels of student achievement. Ensures that multiple opportunities to learn are available to all students. Assures that quality professional development opportunities exist for learning and teaching with technology. Domain Three: Management Practices 3A Knowledge of Management Practices The proficient administrator: Exhibits a sound understanding of theories and models of organizations and the principles of organizational management. Identifies the principles and issues relating to fiscal operations of school management. Identifies the principles and issues relating to school facilities and use of space. Employs current technologies that support management functions. 3B Dispositions and Values Related to Management Practices The proficient administrator: Exemplifies high-quality standards, expectations, and performances. Involves stakeholders in management processes. Practices a data-driven decision-making process. 9

10 3C Performances Related to Management Practices The proficient administrator: Designs policies and procedures to drive continuous system improvements and to support technology replacement cycles. Implements operational procedures designed and managed to maximize opportunities for successful learning. Resolves problems and conflicts in a timely manner. Supports continuous improvement and modifies organizational systems as needed. Manages fiscal resources of the school responsibly, efficiently and effectively. Domain Four: Community 4A Knowledge of Community Interests and Needs The proficient administrator: Identifies emerging issues and trends that potentially impact the school community. Utilizes available community resources. Develops community relations, partnerships and marketing strategies. 4B Dispositions and Values Related to Community The proficient administrator: Utilizes diversity to impact the school community. Promotes the concept of families as partners in the education of their children. 4C Performances Related to Community Interests and Needs The proficient administrator: Engages in community outreach activities with service agencies and organizations. Integrates community youth family services with school programs. Establishes partnerships with area businesses, institutions of higher education and community groups. Uses public resources and funding wisely. Develops effective relationships with community leaders and the media. 10

11 Domain Five: Social, Ethical, Legal and Human Issues 5A Social and Human Issues The proficient administrator: Engages in activities ensuring that all individuals are treated with fairness, dignity and respect. Recognizes and celebrates student and staff accomplishments. Assesses school culture and climate on a regular basis. Demonstrates a sound understanding of school cultures. Examines and considers the prevailing values of the diverse school community. Treats community stakeholders equitably and ensures equity of access to technology resources. 5B Ethical and Legal Issues The proficient administrator: Ensures that the school community works within the framework of policies, laws, and regulations enacted by local, state and federal authorities. Applies laws and procedures fairly, wisely and considerately and fulfills legal and contractual obligations. Maintains confidentiality and privacy of school records. Bases the decision-making process on ethical principles. Demonstrates a personal and professional code of ethics. Considers the impact of one s administrative practices on others. Identifies, communicates, models and enforces legal and ethical practices related to technology use. Promotes and enforces security and online safety related to the use of technology. 11

12 ACTION RESEARCH PROJECT Introduction The action research project is an important component of your MAED/ADM program at the University of Phoenix. By identifying a problem, designing a solution strategy that will result in positive change and analyzing the results, you will be taking an active leadership role in the improvement of a situation in your work setting. Research Project Requirements There are six phases you must complete to successfully fulfill the requirements of the action research project: 1. Writing the problem statement and preliminary planning 2. Completing the sentence outline 3. Writing the research proposal 4. Developing a 3-month implementation phase 5. Writing the research report 6. Presenting results of your study to an interested group outside of University of Phoenix Writing the Problem Statement Perhaps the most important step in the process is clearly stating the problem. Avoid beginning this process by developing research questions. Historically, students new to the research process have no idea why they should even be asking one. Some typical questions have been, What have researchers found out about dyslexia? or Who are the most notable experts in the field of drug and alcohol awareness? Too large in scope or irrelevant to their own setting, these questions often result in a frustrating, lengthy discussion between student and faculty. Problems should also be more than program evaluation. In action research, you should think critically about your own setting and write down 1-3 problems that you feel currently exist. A statement like, It is not known what effect Silent Sustained Reading (SSR) has on students test scores does not necessarily mean a problem exists. After a study of this nature is conducted and results analyzed, the findings will be that the program has a positive effect, a negative effect or no effect at all. In this case, a student is merely wondering if a problem 12

13 does exist. Results can be reported, but change is not necessarily made. Action is the key word in action research: what can be done to change the current situation? A better statement might be Students who practice SSR for one hour a day exhibit low reading scores. If this problem can be documented, the student can then recommend an alternate plan which, if implemented, might improve the reading scores. This is the process schools and businesses currently engage in through school improvement teams or continuous improvement committees. Rarely do busy professionals take the time to study something that is not a documented problem. Herein lies the difference between action research and traditional research. You should also choose a problem you have the ability to impact within the context of this study. For example, one student may feel his/her school building is too small to house the current student population; if his/her solution strategy involves the construction of a new school building, it is probably a problem that cannot be solved within the scope of his/her study. You should address problems which: 1. Directly impact your students, co-workers, or campus; 2. Can be improved within a realistic time frame (3-4 months); and 3. You, personally, have the ability to impact. Together, you and your research advisor should review at least three (3) problems, select the one most appropriate to the research proposal requirements, and refine the problem statement. You may then ask 2-3 related questions you would specifically like to address. Most important, solutions should not be mentioned in the problem statement: 1. Appropriate problem statement: Some students in bilingual classrooms are failing district-reading tests. 2. Inappropriate problem statement/solution mentioned: Pull-out programs are not meeting the needs of bilingual students. In the second example, pull-out programs are really a statement about a solution strategy, effective or not. It may be a cause; it may be part of another solution. The problem statement should address only the problem. As a researcher, you should look only at observable, measurable conditions that actually document the existence of a problem. 13

14 TASKSTREAM The University of Phoenix utilizes the Taskstream Tools of Engagement, webbased application tools, to show progression within programs and allow students to showcase their coursework. The Directed Response Folio (DRF) is a collection of assignments throughout the MAED/ADM program that demonstrate competencies, show program progression based on program standards, and mastery of specific courses through evaluation of assignments. Additionally, pertinent internship forms will be submitted through Taskstream. All MAED/ADM students will create Taskstream accounts and utilize the applications as designated by course instructors and the internship faculty supervisor. Taskstream Portfolio assignments are shown in the following chart. COURSE TITLE REQUIRED ASSIGNMENT(S) EDA 564: The Roles and Functions of the Principal Staff Development Presentation (Individual Assignment) School Improvement Plan (Team Assignment EDA 590A: Administrative Internship Administrative Functions and Skills List (Due at end of EDA 590A) Internship Log EDA 538: Education Finance and Budgeting Current School Finance Issues Paper (Individual Assignment) Budget Project and Allocation Plan (Team Assignment) EDA 545: School Law for Educator Code of Ethics (Individual Assignment) Mock Trial Presentation (Team Assignment Mock Trial Paper (Team Assignment) EDA 550: Human Resources Management in Current Trends Paper (Individual Assignment) Education Mock Interview (Team Assignment) EDA 554: Instructional Program Management and Peer Coaching Plan (Individual Assignment) Evaluation Parent/Teacher Focus Group (Team Assignment) EDA 590B: Administrative Internship Updated Administrative Functions and Skill List Updated Internship Log EDA 532: Human Relations and Organizational Diversity Analysis (Individual Assignment) Behavior in Education Strategic Plan (Team Assignment) EDA 590C: Administrative Internship Cumulative Administrative Functions and Skills List Cumulative Internship Log Final Evaluation of Internship Student by Site Supervisor (Due at end of EDA 590C) Complete Internship Site Information Form 14

15 ADMINISTRATIVE INTERNSHIP Each student is required to complete a 240 hour internship experience in a public school. Students will be under the direct supervision of a University faculty supervisor and a licensed school administrator who will act as their site supervisor. The following information defines the roles of the site supervisor and faculty supervisor, the placement process for students, site selection, and assessment relating to the internship, and pertinent forms. Overview The internship is divided into three sections (EDA 590 A/B/C) that coincide with the coursework completed in the master's program. The preferred course sequence for the program details exactly where these sections fall. Assessment Students will be evaluated on a grading scale of A through F for the internship experience. In order to successfully complete the program students must obtain a B or better in the internship experience. If an internship student fails to attain the expected level of competency or does not fulfill all of the required assignments, the student will be given an opportunity to repeat the internship experience and demonstrate the deficient competencie(s) and/or required assignments at the expected level of performance. If after repeating the internship a student is still unable to demonstrate the required competencies or complete the required assignments at the expected level, the student will not receive a passing grade for the internship course and will not be recommended for program completion. Candidates are evaluated during the internship course by the University faculty supervisor and the site supervisor. Both the University faculty supervisor and the site supervisor are required to complete formal evaluations of the internship student at the culmination of the internship course. Placement The University is responsible for securing an appropriate site and site supervisor for the internship experience. This placement will be done in collaboration with the school district and student. Final placement is dependent on the University s assessment of the site. All internship sites must meet University of Phoenix and Florida standards. Twenty to twenty-five percent of the pupils at the selected school must be from an ethnic group other than that of the intern. To avoid ethical issues, interns may work at their home school if the population served as an intern is not the same as the population served as a full time teacher. 15

16 The University will conduct an orientation prior to the start of the internship for the student, site supervisor, and University faculty supervisor. This orientation will introduce the site supervisor to the University and will help ensure that all parties have a clear understanding of the University s program and requirements for successful completion of the internship. * Students must have completed all school district fingerprinting requirements prior to beginning their internship. Supervision Supervisory responsibilities for the internship are assigned to the University faculty supervisor and the site supervisor. The University faculty supervisor will represent the University of Phoenix and will hold faculty status. The site supervisor will represent the school district where the internship experience is being conducted. It is the role of both the University faculty supervisor and the site supervisor to continually assess and provide feedback to students. The University faculty supervisor will teach the workshops that comprise the didactic portion of the internship and work collaboratively with the district site supervisor during the internship. The University faculty supervisor serves as an ongoing resource for the site supervisor, and monitors and evaluates the internship students progress. University faculty supervisors meet regularly with the group of internship students under their direction to problem-solve and share best practices. This faculty member must have a master s or doctoral degree, hold the applicable state administrative license, and must have supervisory experience. All University faculty supervisors must be University faculty members who have gone through the extensive University faculty assessment process. Selection will be based on the degree of knowledge, experience, and expertise possessed, and on the basis of recent and noteworthy leadership experience brought to the field of study. An interview screening process and evidence of relevant work in this area will determine the faculty s appropriateness. The site supervisor also is an integral part of the internship experience. The experience and knowledge the site supervisor shares with the internship student is key to the success of the internship. The site supervisor needs to be available to oversee, evaluate, and provide feedback to the internship student on a consistent basis and without conflict of interest involving other district assigned duties and responsibilities. The site supervisor must have the applicable state license for his/her current assignment, possess a master s degree, and have at least three years of administration and supervision experience. The site supervisor is responsible for providing systematic and intensive on-site supervision of the internship student's progression in performance. The internship experience will provide an opportunity to perform administrative or counseling projects/tasks that relate to the student's career goal. Assigned tasks will allow the internship student to initiate and organize projects and see them 16

17 through to completion, provide opportunities for practical experiences, apply problem solving and critical thinking skills, and strengthen leadership skills. Both the site supervisor and University faculty supervisor are trained in the use of evaluation instruments and standard observation, feedback, and coaching strategies to assist internship students in developing their skills. Both the University faculty supervisor and the site supervisor will jointly determine if the candidate has met all competencies. 17

18 SITE APPROVAL AND AGREEMENT The University is responsible for obtaining site approval from a designated school and internship approval from the University of Phoenix faculty member teaching EDA 590A. In addition, the student must always comply with all legal and ethical procedures that apply to the practice of school administration. Concerns about such issues by anyone involved with the supervision of University of Phoenix internship students should be directed to the campus Director of Academic Affairs. The following form must be filed at the University and the appropriate school site office. University of Phoenix Site Approval and Agreement Form School Name: Address: Student Population: (minimum of 150) Phone Number: Site Supervisor Name: Phone Number: Address: Level of Education (Masters required) Years of Administrative Experience: EDA/590A Instructor Agreeing to the internship site as outlined above are the following individuals: Internship Student Signature Date Site Supervisor Signature Date School Principal Signature (If not Site Supervisor) Date Education Campus College Chair Date 18

19 DIRECTIONS FOR USING THE INTERNSHIP LOG An Internship Log must be completed weekly by the administrative intern and must comply with the following directions: 1. Make enough copies of the Internship Log form to track your internship hours on a weekly basis throughout your program of study. 2. Record the dates of each week where indicated. 3. Record the total number of hours per week in each activity under the appropriate column. 4. Total the number of hours for the week and complete the weekly totals row. 5. Obtain your site supervisor's initials every week. 6. At the end of the month, total the hours spent in each activity by adding the hours across each activity and indicate the total in the monthly total column. 7. Obtain the site supervisor's signature. Keep this in your file to be submitted to the University faculty supervisor monthly and at the completion of the internship. 19

20 INTERNSHIP LOG CONTENT AREAS WEEK# FROM: TO: WEEK# FROM: TO: WEEK# FROM: TO: WEEK# FROM: TO: WEEK# FROM: TO: MONTHLY TOTALS Domain I: Leadership Knowledge of Content and Leadership Dispositions and Values Related to Leadership Performance Related to Leadership Domain II: Curriculum and Instruction Knowledge of Curriculum and Instruction Dispositions and Value Related to Curriculum and Instruction Performance Related to Curriculum and Instruction Domain III: Management Practices Knowledge of Management Practices Dispositions and Values Related to Management Practices Performance Related to Management Practices Domain IV: Community Knowledge of Community Interests and Needs Dispositions and Values Related to Community Performance Related to Community Interests and Needs Domain V: Social, Ethical, Legal and Human Issues Knowledge of Social and Human Issues Knowledge of Ethical and Legal Issues Time with Current Administrator (minimum 5 hours weekly) Other Weekly Totals Site Supervisor's Initials: Student's Name Supervisor's Signature & Date 20

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