DALLAS BAPTIST UNIVERSITY Principal Internship Handbook Revised

Transcription

1 DALLAS BAPTIST UNIVERSITY Principal Internship Handbook Revised Dorothy M. Bush College of Education Masters Program in Educational Leadership UNIVERSITY MISSION

2 The purpose of Dallas Baptist University is to provide Christ-centered, quality higher education in the arts, sciences, and professional studies at both the undergraduate and graduate levels to traditional age and adult students in order to produce servant leaders who have the ability to integrate faith and learning through their respective callings. COLLEGE OF EDUCATION MISSION The Dorothy M. Bush College of Education is dedicated to quality, Christ-centered preparation of learner-centered educators for servant leadership in private and public schools. Professors have vital concern for the total development of individual students, helping them learn ways to become loving, caring educators as they fulfill the important task of equipping children, youth, and adults to become lifelong learners and productive citizens. THE ADMISTRATIVE INTERNSHIP PROGRAM GUIDELINES 2

3 Description The Principal Internship program is designed to develop competence in administrative duties and responsibilities. The program is designed to integrate theory and practice through a field-based training approach with a practicing administrator. Specific activities and assignments will be determined collaboratively by the student, the supervising administrator, and the University supervisor to ensure that the intern obtains practical experience consistent with the standards for the principal certificate. The intern is given experience in developing and applying competencies in learner-centered leadership and campus culture, learner-centered human resources leadership and management, learner-centered communications and community relations, learner-centered organizational leadership and management, learner-centered curriculum planning and development, and leaner-centered instructional leadership and management. Through inspiring leadership and mentoring, the supervising administrator maximizes learning for all students while maintaining professional ethics and personal integrity. The administrator: establishes a climate of mutual trust and respect that enables all members of the learning community to seek and attain excellence, facilitates the implementation of a sound curriculum and appropriate instructional strategies designed to promote optimal learning for all students, demonstrates a commitment to student learning through a personal growth plan and fosters the professional development of all staff in the learning community, promotes equity in excellence for all by acknowledging, respecting, and responding to diversity among students and staff while building on shared values and other similarities that bond all people, and communicates the learning community s vision as well as its policies and successes in interactions with staff, students, parents, community members, and the media. 3

4 Admission Requirements The administrative internship is taken during the last nine hours of the Master s in Educational Leadership program. Graduate students must apply for the internship program prior to the semester of participation. Admission to the internship program requires: approval by the Program Director verification of a Master of Education (M. Ed.) degree plan reflecting 36 hours of course work completion of a minimum of 30 hours towards the Masters in Educational Leadership program approval by the school district and supervising administrator Intern Responsibilities The intern will fulfill required internship activities developed collaboratively with the supervising administrator and the University supervisor. The objective is to become an excellent servant - leader principal. The intern will assume responsibility for conducting all activities in an ethical and professional manner. Supervising Administrator The supervising administrator assists the intern in bridging the gap between theory and practice. He/she also serves as a role model and mentor ensuring that a supportive learning environment is provided. The supervising administrator also ensures the intern experiences appropriate mastery of the breadth of administrative and supervisory responsibilities as specified in the Principal TExES competencies. University Supervisor The University supervisor approves a sequence of learn-by-doing activities that will assist the development of the intern s leadership and administrative competencies. The University supervisor monitors the intern s progress throughout the program and assumes the major responsibility for evaluation and grading. 4

5 Intern Assignments The Texas Examination of Educator Standards (TExES) Requirements Principal certification requires passing the TExES exam. Interns must attend the DBU TExES preparation seminars during the course. The intern must pass the Practice Principal s TExES with a score of at least 85% before obtaining university approval needed for official TExES registration. This Practice Test is administered in the Internship course. If the intern does not pass this requirement, an Incomplete will be given as a course grade. The Incomplete will be removed when the intern passes the Practice Principal s TExES. Students cannot graduate until this occurs. Principal TExES Exam Preparation Seminar Students are required to attend a TExES Exam preparation seminar taught by COE staff. Dates will be provided per semester. Time spent in the seminar will count towards their total required internship hours. Internship Notebook The student will keep an internship notebook reflecting documentation of all Internship experiences. These assignments will be submitted to the University supervisor in a three ring binder at the completion of the course. The internship notebook should be organized around the nine TExES competencies. All competencies must be appropriately addressed. The notebook will be used as one part of the final evaluation of the intern s performance. This "Internship Notebook" is a separate document from the EDAD 6010 Professional Portfolio which is presented to the Education Preparation Board. Internship Plan The intern will develop a written action plan reflecting experiences related to the nine TExES administrative competencies. This plan shall be developed collaboratively with the supervising administrator and submitted to the University supervisor during the first weeks of the internship experience. The plan shall include the following: objectives, activities, timelines, products, evaluation, and person responsible. It will be due to the University supervisor by the 3 rd Friday of the semester. On-Site Conferences Scheduled on-site conferences will be held throughout the internship. The goal of these conferences is to develop and maintain a collaborative relationship between the intern, supervising administrator, and University supervisor. It is the 5

6 responsibility of the intern to coordinate and schedule the conferences at a mutually convenient time for the campus and the University supervisor. Written traveling directions to the field site must be provided by the intern for the professor. Intern Seminars Intern seminars will be scheduled and conducted by the University supervisor. The seminars will include opportunities for interns to share field experiences as a means of building insights and understandings related to administrative tasks. TExES seminars will be scheduled by the TExES professor and will focus on preparing the intern to take the Principal s TExES exam INTERNSHIP NOTEBOOK COMPONENTS: Clearly labeled tabs should denote and divide each section of the internship notebook in the order presented. Intern Professional Resume The intern will develop a professional resume that will be placed at the front of his/her internship notebook. Demographic Study The intern will submit a written report in their internship notebook reflecting a demographic study of the campus, school district, and community. The study will include historical, socioeconomic, political, geographical, ethnic, and employment information related to the school community. The intern will analyze the leadership implications based on the findings of this study. Campus and district AEIS reports should be utilized for data, implications, and conclusions. Daily Log The intern will keep a daily log with time allocations reflecting activities aligned with the nine TExES principal competencies. The internship requires 150 clock hours. Attachment 3 provides a sample form. Critical Incident Reports The intern will prepare weekly reports of significant administrative incidents with reflections regarding the incident. 6

7 Leadership Project The intern will complete a major leadership project that will make a contribution to the school, district, or agency served. This project should be submitted as a written report in the internship notebook, two pages maximum. Emphasis should be on the activities and not the length of the paper. This should be a project that has meaning to the campus and is tied to the campus improvement plan. The project should also identify which of the nine principal competencies are addressed. The project is considered the service learning component of the educational leadership program. Examples of leadership projects include (but are not limited to): designing and facilitating an after school tutoring program to address a specific area of need implementation of a new reading program developing and implementing a training plan for school bus evacuation creating and presenting a training program with imbedded multimedia on rest room etiquette for elementary students plan and coordinate the campus testing program chart how budgets are developed showing budget categories and describing how the money may be used design and implement a writing program for primary grade teachers Gathered Gleanings The interns will read selected books and react/reflect on what they have learned and will be able to use in future school leadership roles. The Gathered Gleanings will be placed in their internship notebook. Each semester a choice of books will be included in the EDAD 6389 syllabus. Books utilized for campus/district book studies may also be included in addition to those listed in the course syllabus. Evaluation The intern will complete a self-evaluation. (Attachment 1) The supervising administrator will complete an evaluation. (Attachment 2) Both forms will be placed in the internship notebook. A copy of the supervising administrator s evaluation form should be returned to the intern. The intern should ask the supervising administrator to determine whether he/she is covered for liability protection. If not, this can be done by joining a professional organization or taking a personal policy. 7

8 E - Mail Addr ess: PROGRAM REQUIREMENTS The Master of Education in Educational Leadership with Principal certification is a 36 hour -non-thesis program. The program is composed of 9 core and 27 hours of specialized preparation. If a student demonstrates sufficient p roficiency, course substitutions may be approved by the Master of Education Program Director. Substitutions must meet State Board for Education Certification (SBEC) requirements. CORE COURSES INSTR- EQUIVAL- CREDIT COM - UCTOR ENCY HOURS PLETED EDUC Research in Education 3 EDUC Curriculum Design and Evaluation 3 EDUC School and the Multicultural American Society 3 TOTAL CORE HOURS REQUIRED 9 CERTIFICATION COURSES Dallas Baptist University Master of Education in EDUCATIONA LEADERSHIP WITH PRINCIPAL CERTIFICATION Degree Plan DATE: SOCIAL SECURITY: DBU ID: Name: Address: City: State: Zip: Home Phone: Wor Phone: Catalog Year: Total Hours Transferred: EDAD Instructional Leadership Development 3 EDAD Educational Organization and Administration 3 EDAD School Law 3 EDAD 6313 Supervision of Instruction 3 EDAD 6314 The Principalship 3 EDAD 6315 School Finance/Business Management 3 EDAD 6316 School Personnel Administration 3 EDAD 6317 School Public Relations 3 EDAD 6389 Internship in Educational Administration 3 EDAD 6010 Professional Portfolio TOTAL SPECIALIZATION HOURS REQUIRED 27 TOTAL HOURS REQUIRED FOR DEGREE AND CERTIFICATION This degree plan represents the credits necessary to fulfill student graduation requirements. Date Portfolio Completed: TExES Practice Test Date: Date of intent to take TExES: Program Advisor: Student: Date: Date:

9 DALLAS BAPTIST UNIVERSITY ADMINISTRATIVE INTERNSHIP PROGRAM INFORMATION SHEET Complete and return to: Dr. Tam Jones Assistant Professor & Program Director Master s in Educational Leadership Program/ Superintendent Certification Program Dallas Baptist University College of Education 3000 Mountain Creek Parkway Dallas, Texas Phone: tamj@dbu.edu Fax: 214/ Name of Intern Current Position DBU ID # Home Address City, State Zip Home Telephone Address Cell Phone School District Campus Telephone Street Address City Zip Name of Administrator Current Position Address Give any other information you believe is relevant. 9

10 COLLEGE OF EDUCATION Dallas Baptist University INTERNSHIP APPROVAL FORM M. Ed. Educational Leadership Principal s Certification Internship Program has enrolled in the Principal s Internship for the semester. The intern is asked to spend a minimum of ten hours per week for a total of 150 hours in the internship, actively participating in campus-level and other principal experiences. These hours may be arranged at the convenience of the supervising administrator and the intern. I, the undersigned administrator, do hereby accept the above-named intern. I will assist in supervising his/her activities for the required amount of time this semester. I understand my responsibilities as outlined in the Principal s Internship Guidelines. Note: Interns cannot start counting hours for their internship semester until this form is signed and returned by the campus administrator. Administrator Telephone Date Complete and return to: Dr. Tam Jones Assistant Professor & Program Director Master s in Educational Leadership Program/ Superintendent Certification Program Dallas Baptist University College of Education 3000 Mountain Creek Parkway Dallas, Texas Phone: tamj@dbu.edu Fax: 214/

11 Attachment 1 Name of Intern: Date DALLAS BAPTIST UNIVERSITY Principal Internship Intern Self Evaluation Form Due toward the end of the semester by fax or mail. Please complete the following form and return to your University Supervisor. For each of the principal competency areas, rate your performance during the internship from 1 to 5 according to the following scale. 1 = Unsatisfactory 2 = Below Expectations 3 = Meets Expectations 4 = Exceeds Expectations 5 = Clearly Outstanding 1. The principal knows how to shape campus culture by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school community. Comments: 2. The principal knows how to communicate and collaborate with all members of the school community, respond to diverse interests and needs, and mobilize resources to promote student success. Comments: 11

12 3. The principal knows how to act with integrity, fairness, and in an ethical and legal manner. Comments: 4. The principal knows how to facilitate the design and implementation of curricula and strategic plans that enhance teaching and learning; ensure alignment of curriculum, instruction, resources, and assessment; and promote the use of varied assessments to measure student performance. Comments: 5. The principal knows how to advocate, nurture, and sustain an instructional program and a campus culture that are conducive to student learning and staff professional growth. Comments: 6. The principal knows how to implement a staff evaluation and develop a system to improve the performance of all staff members, select and implement appropriate models for supervision and staff development, and apply the legal requirements for personnel management. Comments: 12

13 7. The principal knows how to apply organizational, decision-making, and problemsolving skills to ensure an effective learning environment. Comments: 8. The principal knows how to apply principles of effective leadership and management in relation to campus budgeting, personnel, resource utilization, financial management, and technology use. Comments: 9. The principal knows how to apply principles of leadership and management to the campus physical plant and support systems to ensure a safe and effective learning environment. Comments: Return to: Dr. Tam Jones Assistant Professor & Program Director Master s in Educational Leadership Program/ Superintendent Certification Program Dallas Baptist University College of Education 3000 Mountain Creek Parkway Dallas, Texas Phone: tamj@dbu.edu Fax: 214/ Signature of Intern: Date: 13

14 Attachment 2 Name of Intern: Date: Dallas Baptist University Principal Internship Supervising Administrator Evaluation Form Due toward the end of the semester by fax or mail. Please complete the following intern evaluation and return to the University Supervisor. For each of the principal competency areas, rate the intern from 1 to 5 according to the following scale. 1=Unsatisfactory 2=Below Expectations 3=Meets Expectations 4=Exceeds Expectations 5=Clearly Outstanding 1. The principal knows how to shape campus culture by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school community. Comments: 2. The principal knows how to communicate and collaborate with all members of the school community, respond to diverse interests and needs, and mobilize resources to promote student success. 14

15 Comments: 3. The principal knows how to act with integrity, fairness, and in an ethical and legal manner. Comments: 4. The principal knows how to facilitate the design and implementation of curricula and strategic plans that enhance teaching and learning; ensure alignment of curriculum, instruction, resources, and assessment; and promote the use of varied assessments to measure student performance. Comments: 5. The principal knows how to advocate, nurture, and sustain an instructional program and a campus culture that are conducive to student learning and staff professional growth. 15

16 Comments: 6. The principal knows how to implement a staff evaluation and develop a system to improve the performance of all staff members, select and implement appropriate models for supervision and staff development, and apply the legal requirements for personnel management. Comments: 7. The principal knows how to apply organizational, decision-making, and problemsolving skills to ensure an effective learning environment. Comments: 8. The principal knows how to apply principles of effective leadership and management in relation to campus budgeting, personnel, resource utilization, financial management, and technology use. Comments: 16

17 9. The principal knows how to apply principles of leadership and management to the campus physical plant and support systems to ensure a safe and effective learning environment. Comments: *A copy of this evaluation should be given to the intern and sent to the program director at the address listed below. Return to: Dr. Tam Jones Assistant Professor & Program Director Master s in Educational Leadership Program/ Superintendent Certification Program Dallas Baptist University College of Education 3000 Mountain Creek Parkway Dallas, Texas Phone: tamj@dbu.edu Fax: 214/ Name of Supervisor Date Supervisor Signature Attachment 3 Principal Intern Log of Activities by Competency 17

18 Competency 1: The principal knows how to shape campus culture by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school community. Date Activity Description Time Total Hours 0 Competency 2: The principal knows how communicate and collaborate with all members of the school community, respond to diverse interests and needs, and mobilize resources to promote student success. Date Activity Description Time Total Hours 0 Competency 3: The principal knows how to act with integrity, fairness, and in an ethical and legal manner. Date Activity Description Time 18

19 Total Hours 0 Competency 4: The principal knows how to facilitate the design and implementation of curricula and strategic plans that enhance teaching and learning; ensure alignment of curriculum, instruction, resources, and assessment; and promote the use of varied assessments to measure student performance. Date Activity Description Time Total Hours 0 Competency 5: The principal knows how to advocate, nurture, and sustain an instructional program and a campus culture that are conducive to student learning and staff professional growth. 19

20 Date Activity Description Time Total Hours 0 Competency 6: The principal knows how to implement a staff evaluation and development system to improve the performance of all staff members, select and implement appropriate models for supervision and staff development, and apply the legal requirements for personnel management. Date Activity Description Time Total Hours 0 Competency 7: The principal knows how to apply organizational, decision-making, and problem-solving skills to ensure an effective learning environment. 20

21 Date Activity Description Time Total Hours 0 Competency 8: The principal knows how to apply principles of effective leadership and management in relation to campus budgeting, personnel, resource utilization, financial management, and technology use. Date Activity Description Time Total Hours 0 Competency 9: The principal knows how to apply principles of leadership and management to the campus physical plant and support systems to ensure a safe and effective learning environment. 21

22 Date Activity Description Time Total Hours 0 Summary Chart of Hours by Principal Competency Comp 1 Total Hours 0 Comp 2 Total Hours 0 Comp 3 Total Hours 0 Comp 4 Total Hours 0 Comp 5 Total Hours 0 Comp 6 Total Hours 0 Comp 7 Total Hours 0 Comp 8 Total Hours 0 Comp 9 Total Hours 0 Cumulative Total 0 22

23 TExES Principal Competencies 1. The principal knows how to shape campus culture by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school community. 2. The principal knows how to communicate and collaborate with all members of the school community, respond to diverse interests and needs, and mobilize resources to promote student success. 3. The principal knows how to act with integrity, fairness, and in an ethical and legal manner. 4. The principal knows to facilitate the design and implementation of curricula and strategic plans that enhance teaching and learning; ensure alignment of curriculum, instruction, resources, and assessment; and promote the use of varied assessments to measure student performance. 5. The principal knows how to advocate, nurture, and sustain an instructional program and a campus culture that are conductive to student learning and staff professional growth. 6. The principal knows how to implement a staff evaluation and development system to improve the performance of all staff members, select and implement appropriate models for supervision and staff development, and apply the legal requirements for personnel management. 7. The principal knows how to apply organizational, decision-making, and problem-solving skill to ensure an effective learning environment. 8. The principal knows how to apply principles of effective leadership and management in relation to campus budgeting, personnel, resource utilization, financial management, and technology use. 9. The principal knows how to apply principles of leadership and management to the campus physical plant and support systems to ensure a safe and effective learning environment. 23

24 Texas Principal Certificate Requirements Texas Administrative Code Requirements for the Issuance of the Standard Principal Certificate. To be eligible to receive the standard Principal Certificate, a candidate must: (1) successfully complete the appropriate examinations required under Chapter 230, Subchapter B, of this title (relating to Assessment of Educators); (2) hold, at a minimum, a master's degree from an accredited institution of higher education that at the time was accredited or otherwise approved by an accrediting organization recognized by the Texas Higher Education Coordinating Board; (3) hold a valid classroom teaching certificate; (4) have two creditable years of teaching experience as a classroom teacher, as defined in Chapter 153, Subchapter CC, of this title (relating to Commissioner's Rules on Creditable Years of Service) and the Texas Education Code, 5.001(2); and (5) successfully complete a principal preparation program that meets the requirements of of this title (relating to Preparation Program Requirements), of this title (relating to Standards Required for the Principal Certificate), Chapter 227 of this title (relating to Provisions for Educator Preparation Candidates), and Chapter 228 of this title (relating to Requirements for Educator Preparation Programs). Source Note: The provisions of this adopted to be effective October 25, 2009, 34 TexReg **As of October, 2009, principal candidates must hold a valid teaching certificate in order to be recommended for the principal s certificate Requirements to Renew the Standard Principal Certificate. (a) An individual who holds a standard principal or mid-management administrator certificate is subject to Chapter 232, Subchapter B, of this title (relating to Certificate Renewal and Continuing Professional Education Requirements). (b) To satisfy the requirements of this section, an individual must complete 200 clockhours of continuing professional education every five years directly related to the standards in of this title (relating to Standards Required for the Principal Certificate). 24

25 (c) An individual who holds a valid Texas professional administrator certificate issued prior to September 1, 1999, may voluntarily comply with the requirements for continuing professional education in this section. Source Note: The provisions of this adopted to be effective March 14, 1999, 24 TexReg 1616; amended to be effective September 2, 1999, 24 TexReg 6751; amended to be effective June 10, 2001, 26 TexReg 3929; amended to be effective June 21, 2005, 30 TexReg 3581; amended to be effective October 25, 2009, 34 TexReg Educators Code of Ethics Code of Ethics and Standard Practices for Texas Educators (a) Statement of Purpose. The Texas educator shall comply with standard practices and ethical conduct toward students, professional colleagues, school officials, parents, and members of the community and shall safeguard academic freedom. The Texas educator, in maintaining the dignity of the profession, shall respect and obey the law, demonstrate personal integrity, and exemplify honesty. The Texas educator, in exemplifying ethical relations with colleagues, shall extend just and equitable treatment to all members of the profession. The Texas educator, in accepting a position of public trust, shall measure success by the progress of each student toward realization of his or her potential as an effective citizen. The Texas educator, in fulfilling responsibilities in the community, shall cooperate with parents and others to improve the public schools of the community. (b) Enforceable Standards. (1) Professional Ethical Conduct, Practices and Performance. (A) Standard 1.1. The educator shall not knowingly engage in deceptive practices regarding official policies of the school district or educational institution. (B) Standard 1.2. The educator shall not knowingly misappropriate, divert, or use monies, personnel, property, or equipment committed to his or her charge for personal gain or advantage. (C) Standard 1.3. The educator shall not submit fraudulent requests for reimbursement, expenses, or pay. (D) Standard 1.4. The educator shall not use institutional or professional privileges for personal or partisan advantage. (E) Standard 1.5. The educator shall neither accept nor offer gratuities, gifts, or favors that impair professional judgment or to obtain special advantage. This standard shall not restrict the acceptance of gifts or tokens offered and accepted openly from students, parents, or other persons or organizations in recognition or appreciation of service. (F) Standard 1.6. The educator shall not falsify records, or direct or coerce others to do so. (G) Standard 1.7. The educator shall comply with state regulations, written local school board policies, and other applicable state and federal laws. (H) Standard 1.8. The educator shall apply for, accept, offer, or assign a position or a responsibility on the basis of professional qualifications. (2) Ethical Conduct Toward Professional Colleagues. (A) Standard 2.1. The educator shall not reveal confidential health or personnel information 25

26 concerning colleagues unless disclosure serves lawful professional purposes or is required by law. (B) Standard 2.2. The educator shall not harm others by knowingly making false statements about a colleague or the school system. (C) Standard 2.3. The educator shall adhere to written local school board policies and state and federal laws regarding the hiring, evaluation, and dismissal of personnel. (D) Standard 2.4. The educator shall not interfere with a colleague's exercise of political, professional, or citizenship rights and responsibilities. (E) Standard 2.5. The educator shall not discriminate against or coerce a colleague on the basis of race, color, religion, national origin, age, sex, disability, or family status. (F) Standard 2.6. The educator shall not use coercive means or promise of special treatment in order to influence professional decisions or colleagues. (G) Standard 2.7. The educator shall not retaliate against any individual who has filed a complaint with the SBEC under this chapter. (3) Ethical Conduct Toward Students. (A) Standard 3.1. The educator shall not reveal confidential information concerning students unless disclosure serves lawful professional purposes or is required by law. (B) Standard 3.2. The educator shall not knowingly treat a student in a manner that adversely affects the student's learning, physical health, mental health, or safety. (C) Standard 3.3. The educator shall not deliberately or knowingly misrepresent facts regarding a student. (D) Standard 3.4. The educator shall not exclude a student from participation in a program, deny benefits to a student, or grant an advantage to a student on the basis of race, color, sex, disability, national origin, religion, or family status. (E) Standard 3.5. The educator shall not engage in physical mistreatment of a student. (F) Standard 3.6. The educator shall not solicit or engage in sexual conduct or a romantic relationship with a student. (G) Standard 3.7. The educator shall not furnish alcohol or illegal/unauthorized drugs to any student or knowingly allow any student to consume alcohol or illegal/unauthorized drugs in the presence of the educator. Source Note: The provisions of this adopted to be effective March 1, 1998, 23 TexReg 1022; amended to be effective August 22, 2002, 27 TexReg