Field Experiences. Computer Science Endorsement Educational Leadership School Library Media Specialist

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1 Field Experiences Computer Science Endorsement Educational Leadership School Library Media Specialist Computer Science Endorsement Field Experiences Field experience is a necessary component of the proposed Computer Science Endorsement Program. Candidates participating in this program must complete 60 hours of field experiences in order to acquire and develop the knowledge, skills, and dispositions needed to teach computer science to all students. The proposed program will provide candidates with opportunities to experience a classroom setting and ample exposure required for a career in Computer Science education. Candidates will be able to practice their acquired skills and knowledge while gaining experience in first hand teaching. The artifacts collected from the field experiences can be included in candidates' professional portfolio to demonstrate evidence of the quality of their education and their understanding of this profession. During the 60 hours of field experience, candidates will be engaged in a variety of teaching-related activities that include observing computer science classes in grades 6-8 or 9-12, assisting other computer science teachers in coordinating classroom activities, working with individual students or small groups, and planning and teaching lessons and units. Candidates will be required to keep a field experience log where they will record their observations and activities as well as their own reflections on different issues. They will have this log signed by the cooperating classroom teacher and include it in their professional portfolio. In addition, each candidate's teaching will be evaluated by the cooperating teacher and/or a university supervisor using the Field Experience Evaluation Instrument. Cooperating teachers and supervisors will also evaluate candidates' dispositions using the Dispositions Evaluation Instrument. In addition to field experiences in a middle or high school computer science classroom, the following options may also be used to help practicing teachers fulfill the field experience requirement: a. Summer camps: Endorsement candidates can teach basic programming languages such as Alice to middle or high school students in summer camps. b. Evening classes: Evening classes may be organized where students from local middle or high schools are invited. Candidates in the endorsement program will teach basics of Computer Science to these students. Each candidate will teach at least two lessons on the following topics: Introduction to programming using Alice Introduction to computing (using the book Computer Science Unplugged ) Introduction to computer networks Candidates will apply their knowledge and experience from their coursework as they participate in the field experiences. Students will evaluate endorsement candidates at the end of the field experience. Clinical Practice Graduate Computer Science Endorsement Not applicable to graduate endorsement program. Candidates will already have clear renewable teaching certificates or will be enrolled in a M.A.T. program in which they will complete their clinical practice. Undergraduate Computer Science Endorsement Candidates in initial certification programs will complete a 15-week student teaching experience in which they are required to take over all classroom responsibilities for a period of at least four consecutive weeks. The classroom supervisor and a university supervisor evaluate candidates during this time.

2 Student teachers are also required to maintain a reflective journal that provides written documentation of their successes, failures, and/or struggles in the classroom throughout the semester. It is a time for them to question or react to specific incidents that have occurred during their student teaching experience. University supervisors review entries and discuss them with the candidates during conferences.

3 Educational Leadership Field Experiences The CSU Educational Leadership course listing on the following page shows the field experience hours built into the EDS courses. For the certification or specialist degree in EDL, there is a component whereby the candidate must work in a real life in real time environment to deepen his/her understanding of leadership. This practicum takes place at an appropriate real life site (school or system) with a university mentor and a school or district-based mentor. The placement of the candidate depends on whether they are seeking school-based or system-based experiences. Documentation of the performancebased coursework that is completed by the candidate on the six (6) standards required by the PSC is compiled in the candidate s portfolio. Additional time at various levels of education is required. Submission of a successfully completed portfolio is part of the requirements for program completion. Additionally, there are activities and experiences (simulations) built into the required coursework for the candidate to practice in the classroom prior to going into the field for the internship. There is a syllabus for each course and information regarding these activities and experiences can be found there.

4 *ED.S. Educational Leadership Program of Study *Tentative clustering of courses for School-based or System-based certification Semester 1 EDUF Applied Educational Research: Assessing and Monitoring Student Achievement EDUL Capstone Experience: Leadership for Improving Student Achievement EDUT Technology Practices for the Efficient Management of the Learning Environment Semester 2 EDUF Seminar: Foundations of Collaborative Student Support EDUL School/System Strategic Plan EDUL Budget Alignment to School/System Mission EDUL Internship for School/System Improvement Semester 3 EDUL Team Building and the Communication Process EDUL Organizing and Implementing a Framework for a Data Driven Learning Community EDUL Internship for School/System Improvement Semester 4 EDUL School/System Level Policy, Governance, and Ethics EDUL School/System Reform and the Change Process EDUL Curriculum Design for School/System Improvement

5 Guideline 1 Presently, the CSU educational leadership program has a committee of two people who work with aspiring leaders (program candidates) for the supervised internship. There is the university mentor (faculty member assigned candidates for the entire residency of the candidate) and the site-based mentor. In CSU s educational leadership program, the faculty members who are assigned interns have been or presently are leader practioners in school or system level positions with terminal degrees. At present, these people meet with the candidate at least twice a semester to review the candidate s portfolio and work plan (which is completed at the beginning of the internship). This committee will now have a title. It will be the Beginning Leader Support Team and the university mentor will fulfill the duties in guideline 1. Guideline 2 As mentioned above regarding guideline 1, the site-based mentor will now become the supervisory building or system administrator as described in guideline 2. Included in the internship manual for candidates entering their residency will be the duties and responsibilities of all individuals on the Beginning Leader Support Team (BLST). The items listed in guideline 2 are covered in the manual. Guideline 3 Located in the Internship Manual are the forms for documentation of team members, meetings, residency plan, observation of experiences, etc. Some of the information will be modified to meet the required number of meetings and other responsibilities as described in the new PSC guidelines for educational leadership. Guideline 4 The CSU Educational Leadership Program presently has an Internship Manual that explains the requirements in the development of a portfolio. The portfolio captures artifacts for standards 1-6 from the required coursework and the requirements for the internship (which will also captures artifacts from the residency showing an understanding of standards 1-6). This manual will be given to the candidates the semester prior to the beginning of the internship at the internship orientation. Guideline 5 The Individual Induction Plan that will guide the residency of the aspiring leader will be developed from several pieces of information and with the BLST. The BLST committee will get together and look at the candidates Multifactor Leadership Questionnaire (MLQ) and goals to plan experiences that will enhance the knowledge, skills and dispositions of each candidate for residency. The Plan will cover all aspects of guideline 5. Guideline 6 The Individual Induction Plan will provide the opportunities for the aspiring leader to observe administrators at the elementary, middle, high school levels as well as the central office level. Guideline 7 There is a grading rubric for the internship experience so that progress of the candidate can be monitored and evaluated as the work progresses though the two continuous semesters. Guideline 8 All candidates entered in this educational leadership certification program must have a current and valid teaching certificate. Therefore, they have had the special Georgia requirement of completing either five (5) or more quarter hours or three (3) or more semester hours coursework, approved by the Professional Standards Commission, in the identification and education of children who have special educational needs or the equivalent through a Georgia-approved staff development program. Because, all candidates entered in this educational leadership certification program have a current and valid teaching certificate, they also have had the special Georgia requirement of completing either five (5) or more quarter hours or three (3) or more semester hours coursework, approved by the Professional Standards Commission, in the identification and education of children who have special educational needs or the equivalent through a Georgia-approved staff development program. Guideline 9 Below is the agreement (contract) that Columbus State University s College of Education is currently using with school systems. It has worked very well as a partnership agreement for teacher interns, counselor interns, and leader interns. We expect to continue using this agreement as it has served all parties very well since the College of Education began using partnership agreements in 2002.

6 Columbus State University College of Education Columbus, Georgia Agreement between County Schools and Columbus State University for Professional Laboratory Experiences This agreement is made and entered into this first day of January, 2007 by and between the County Schools, and the Board of Regents of the University System of Georgia, on behalf of Columbus State University. All obligations of the Board of Regents of the University System of Georgia under this Agreement will be performed by Columbus State University. WITNESSETH, the purpose of this agreement is to establish conditions for Columbus State University students to participate in professional laboratory experiences in the County Schools. Now, THEREFORE, in consideration of the following mutual promises, covenants, and conditions, it is agreed as follows: SECTION I Columbus State University shall do or cause to be done the following: A university student (hereafter referred to as a candidate) presenting oneself at any school maintained by the School District for any of the activities identified in Section II will do so only upon written or telephone request of the College of Education (COE) Director of Services and Field Experiences, or designee, wherein will be specified the type of work in which the candidate is to engage, the extent of the assignment in time, and the individual or individuals of the school staff under whose guidance the work is to be done. All types of requests for candidate experience will have been confirmed by the proper administrators before the candidate arrives. SECTION II The School System shall do or cause to be done the following: a. Observation. Individual candidates in educator preparation programs (teaching, counseling, leadership) will be permitted to observe regular classroom work and/or other activities of the school staff. Group observations will be permitted only upon specific prior arrangement between the Director of Services and Field Experiences, or designee, and the school administrator concerned. b. Participation and Exploratory Teaching/Counseling/Leadership. Pre-student teaching laboratory students in the teacher education program may be assigned to specific teachers and specific school situations for professional laboratory experiences and teaching activity upon the prior approval of the appropriate school authorities. Also with prior approval candidates in school counseling or educational leadership may be assigned to appropriate staff within the school or school system for professional laboratory experiences. The candidate s desire to be useful in the school is compensation for the opportunity to participate in the lab experience. Candidates will assist teachers, counselors, and/or administrators and pupils in various activities, but will assume only those responsibilities which the school staff members delegate to them and which are appropriate to their professional roles. At all times their activities will be under the direction of the designated teacher, counselor, or administrator of the school.

7 c. Special Field Studies and Research Projects. Candidates in educator preparation programs will be permitted to carry on special field studies and research projects and to provide special services for groups and individual pupils when prior approval has been granted by the administrators of the School System to a responsible staff member of the University on behalf of one or more students. d. Responsible Student Teaching/Counseling and Leadership Internships. Candidates will be received for student teaching assignments and for counseling and leadership practicum experiences and/or internships when such placements have been approved by School System officials, and by the principals, counselors, and teachers to whom the students are to be assigned. Student teachers and counseling and leadership candidates will be supervised jointly by the School System's cooperating teachers, counselors, principals, and properly designated university supervisors. After a reasonable period of orientation the cooperating teacher, counselor, or principal will delegate increasing responsibilities to the student teacher or intern as the capacity to carry such responsibility is demonstrated; however, the work of the student teacher or intern shall always be carried out under the immediate supervision of the regular teacher, counselor, or principal (or designee). In the absence of the cooperating teacher from the work site, the School District will provide a substitute teacher. e. Columbus State University will obtain background checks on all College of Education candidates prior to their being placed into the schools unless the candidate is currently employed by the school system and presents evidence of a recent background check. The candidate may be subject to an additional, more extensive background check if one is required by the school system. f. Right to deny placements. The School District and individual schools within the district have at their discretion the right to refuse to allow any particular student to participate in a program under this agreement. SECTION III The School System and Columbus State University will be mutually responsible for the following: a. The supervision of university student activities of whatever type will be administered cooperatively by selected members of the school staff and the University. It is expressly understood that no candidate will be assigned for any experience without provision for guidance of his or her activities by a member of the University. Working relationships between the University staff members and staff members of the School System will be developed jointly but final authority for activities in the schools rest with the administration of the School System. b. The number of students to be assigned by the University to the School System will be kept within reasonable limits based upon professional criteria, the most important of which is the welfare of the school pupils. In practice the exact number of students to be received at any time will be determined by consultation between the COE Director of Services and Field Experiences and the administrative authorities of the School System (or their designees within the schools).

8 SECTION IV 1. The Term of the Agreement shall be for a period commencing January 1, 2007 and terminating on July 31, 2008, provided, however, that either party may sooner terminate this agreement upon 60 days notice in writing to the other. Thereafter, this agreement shall be in effect from August 1 to July 31 of the following year. 2. This Agreement may be modified by mutual consent provided any and all modifications hereto shall be in writing and signed by officials of both institutions. 3. This Agreement may be renewed annually. If the Agreement is renewed without modification, such renewal may be evidenced by a letter of agreement signed by the officials authorized to execute the original agreement. IN WITNESS WHEREOF, this Agreement is entered into on the date first above written. Board of Regents of the University System of Georgia Columbus State University David Rock Dean, College of Education Date County Schools Superintendent Date Revised 11/06 *****************************************************

9 School Library Media Specialist Field Experiences Field Experiences Prior to Clinical Practice The College of Education and Health Professions (COEHP) coordinates field experiences through its Partner School Network and the Office of Student Advising and Field Experiences (SAFE). The Partner School Network is made up of school personnel within the CSU service area who have agreed to collaborate with the COEHP in designing, delivering, and evaluating field experiences and clinical practice. Both university and school-based faculty are involved in implementing and evaluating the unit s conceptual framework and the school program. The specific content area Program Advisory Committees (PAC), review and comment on major curriculum decisions involving the academic content preparation of our candidates, before they are presented to the next level of academic review and approval. This committee consists of representatives from P-12 schools, and the College of Education and Health Professions. All candidates in the School Library Media programs (add-on certification, MAT, and MEd) must complete a total of 75 hours of supervised field experiences prior to the Internship experience. Candidates will work with program faculty and the Director of the SAFE Office on the assignment of schools for field experiences. Candidates are placed in situations which allow the diverse experiences which will qualify them to teach in all types of schools and at all levels (elementary, middle grades, and secondary settings). Schools are selected based on information from the Field Placement Database. This database is maintained by the SAFE Office and used to ensure experiences in diverse settings and at all grade levels by tracking each candidate s field placements. Field experience hours are fully integrated throughout the program as embedded and assessed components of specific courses. Candidates carry out assignments that are linked to standards and course objectives. The faculty member evaluates the field assignments in the context of the course. Candidates experiences include observing and tutoring individuals and small groups of students under the supervision of the school faculty. Knowledge, skills, and dispositions are demonstrated through multiple assessments including journals, papers, presentations, and exams. Cooperating supervisors assess the progress of candidates during each field experience using the Field Experience Assessment Rubric. There are 14 objectives aligned with state, national and professional standards included on this assessment. Cooperating supervisors hosting candidates for field experience use the Field Experience Assessment Rubric to assess candidates on these 14 items. All candidates are assessed in each course requiring a field experience. The attached table outlines the field assignments for courses containing embedded field hour requirements. Candidates complete these assignments while in the field. Clinical Practice All candidates in this program must complete an internship in a school Library/Media Center. This experience, EDUT 6698 Internship in Library Media Technology, requires 90 hours and is supervised by full-time Columbus State University faculty and a supervising school library media specialist, who is an experienced and licensed media specialist. In this setting, the candidate must demonstrate mastery of the knowledge, skills, and dispositions required by the ALA/AASL standards. If a candidate is currently employed as a school library media specialist with provisional licensure, the candidate is allowed to complete the internship in the school where he/she works. If the candidate is not employed as a school library media coordinator, he/she completes the internship experience in a school under the supervision of a media specialist librarian and university supervisor, who is licensed and experienced. The internship in Library Media Technology (EDUT 6698) is designed to afford school library media candidates an opportunity to apply theories and techniques learned through previous coursework to the requirements and expectations of actual practice under the direction of a qualified cooperating media

10 specialist in an approved P-12 schools - elementary, middle or high school media centers. Candidates are required to complete three credit hours (90 hours) of internship and will be placed in schools at the elementary, middle, or secondary level. The Office of Student Services and Field Experiences will monitor placements of candidates to ensure experiences in diverse settings and at all grade levels. The knowledge, skills, and dispositions needed to support the learning of all students are addressed in the NBPTS, ALA / AASL standards. These standards are encompassed by the broad themes of the COEHP Conceptual Framework: excellence in teaching, scholarship, and professionalism. Candidates have multiple opportunities to develop, refine, and demonstrate excellence in each of these areas as they participate in the internship. University faculty will use the Field Experience Assessment and the Dispositions Assessment to assess candidates as they work in P-12 schools - elementary, middle or high school media centers. At the end of the internship, the supervising librarian also completes an evaluation form on the candidate. The Field Experience Rubric is aligned with the NBPTS, ALA/AASL Standards and COEHP Conceptual Framework, and the Dispositions Rubric further delineates the professional attitudes and behaviors implied in the professional standards. Candidates must obtain ratings of 3 or better (acceptable or target) on the evaluations. The rating scale is described below. 5 Target - Distinguished; Exceeds expectations in demonstrating competencies consistently and with a high degree of independence in all areas. 3 Acceptable - Proficient; Meets expectations in demonstration of competencies 1 Unacceptable; Competencies are sporadically demonstrated and/or the practicum student requires close guidance and assistance NA- Not applicable or not observed during the practicum placement

11 School Library Media Specialist Field Assignments No. of Course Number Field Hours Specialization Courses EDUT 6115 Foundations of Library Media Programs. 10 EDUT 6116 Cataloging and Classifying of Educational Resources 15 Requirement 1 Requirement 2 Requirement 3 Requirement 4 Library visit/observation and interview of a Librarian Observe the cataloging efforts of and interview an SLMS Reflective Journal Evaluate online public access catalogs Webfolio Artifact Webfolio Artifact EDUT 6117 Selection, Evaluation and Utilization of Materials 15 Observation and interview Collection Development Policy Webfolio Artifact EDUT 6118 Organization and Administration of School Media Centers 15 Observation and interview Facilities Plan Develop an Administrative Policies Handbook Budget Analysis / Simulation Webfolio Artifact EDUT 6215 Integrating Technology into the Curriculum 10 Observation & Instruction of Pupils Lesson Plan & Reflection Design, teach, and evaluate a collaborative unit Webfolio Artifact: Case Study Reflective Journal EDRG 6160-Multicultural Literature for Children and Youth 10 Lesson Plans - Research Process Annotated Bibliography Lesson Plans Classification Activities Webfolio Artifact: Excerpt from Read Aloud Assignment

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