EDLD 6392 - Practicum Section - 783

University of Texas of the Permian Basin

Fall 2015
William Allan Kritsonis, PhD Office: MB 3108
Professor, Educational Leadership Phone: 432.552.2155
University of Texas of the Permian Basin Hours: T & W: 4:30-6:30 PM
4901 E. University Th: 4:30-5:30PM
Odessa, TX Email: kritsonis_w@utpb.edu

Course Description:

The Internship, or Practicum, is an opportunity for Principal certification candidates to have

authentic field experiences in the principalship or related administrative leadership positions.
This is a time when they work closely with administrators or other supervisors at their school or
other educational setting. Interns must be able to display the knowledge, skills, and dispositions
as framed in the Texas State Board for Educator (SBEC) Certification Principal Domains and
Competencies Principal Preparation Manual at:

http://cms.texes-ets.org/files/1413/2949/6303/068_principal.pdf

The test framework can be found at the same website.

Interns will utilize and document these standards-based competencies in Practicum experiences and
activities.

Communication Plan:

The professor will endeavor to respond to all email inquiries within 48 hours. Be sure to use the
email address provided in the syllabus. The professor will check the discussion board at least
twice a week. In addition to posting any important information on the announcements page, the
professor will also email some information to the students. In case of emergencies, you may
contact the professor at 432-552-2155or leave a message with the UTPB School of Education at
432-552-2140. It is best to communicate with the professor via Blackboard. Feedback on
Assignments: Assignments will typically be graded within one week of submission, individual
feedback or general feedback will be provided. This will usually be in the form of comment
bubbles and/or a copy of the rubric with notes.

Recommended Textbook:

Wilmore, E. L. (2013) Passing the principal TExES exam: Keys to certification and school
leadership (2nd ed.). Thousand Oaks, CA: Corwin Press.

UTPB Mission

The mission of UTPB is to provide all students a quality education in a supportive academic

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environment; to promote excellence in teaching, research, creative production and scholarship;
and to serve as a resource for the intellectual, social, economic and technological advancement of
the Permian Basin.

College of Education Conceptual Framework

Vision Statement:
The vision of the School of Education is a community of life-long learners who actively reflect
on the impact of their values, attitudes, beliefs, and practices.

Mission Statement:
The mission of the School of Education is to prepare pre-service and professional educators who
are proactive in nurturing the life-long development of all learners. This mission will be
accomplished by:
Facilitating the acquisition of necessary knowledge, skills, and dispositions;
Cultivating the value of diversity;
Encouraging collaborative inquiry, innovation, and research;
Promoting collegiality and service in schools and communities;
Integrating technology into practice;
Providing opportunities for professional growth; and
Influencing educational practices and policies at the local, state, and national level.

Learning Outcomes for Teacher Candidates and Other School-Based Professionals

KNOWLEDGE:
Our candidates will exhibit knowledge about and understand the impact on teaching and student
learning of:
1. Theoretical perspectives of the profession;
2. The content, processes, and practices appropriate for their students;
3. Child and adolescent development;
4. Diversity;
5. Technology;
6. Planning and assessment;
7. The learning environment and classroom management;
8. Collaboration; and
9. Legal and ethical issues related to education.

SKILLS:

Our candidates will be able to:

1. Select appropriate content for use in lesson planning and delivery;
2. Apply best practices to promote learning in all students;
3. Use knowledge of life-span development to direct their teaching;
4. Select from an array of techniques to meet the needs of diverse learners;
5. Integrate the use of technology into the learning environment;
6. Use appropriate assessments to measure students developmental progress;

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7. Develop an appropriate learning environment;
8. Apply classroom management techniques;
9. Communicate with all members of the educational community (students, families, other
educators, administration, and community members);
10. Reflect on their professional performance in order to improve their professional
effectiveness; and
11. Employ ethical and legal standards in education.

DISPOSITIONS:

Our candidates will demonstrate a/an:

1. Respect for themselves and a positive regard for others;
2. Passionate nature about learning;
3. Belief in the value of a learner-centered instruction;
4. Dedication to providing a safe and supportive learning environment;
5. Acknowledgement of and respect for the fact people are shaped by their cultures;
6. Commitment to clear and accurate communication;
7. Professional and ethical attitude; and
8. Desire to keep current on educational research and practice.

Practicum Learning Outcomes/Competencies/Standards

All nine SBEC Principal Competencies as well as the Educational Leadership Constituent Councils
(ELCC) standards are addressed in this course.

SBEC Competencies:

Competency 001 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. (K.1, K.8; S.7, S.9; D.5, D.6)

Competency 002 The principal knows how to communicate with all members of the school
community, respond to diverse interest and needs, and mobilize resources to promote student
success. (K.4, K.5, K.6; S.4, S.9; D.5, D.6)

Competency 003 The principal knows how to act with integrity, fairness, and in an ethical and
legal manner. (K.9; S.11; D.1, D.7)

Competency 004 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. (K.2;K.6;K.7; S.1;S.2;S.4;S.6;D.2;D.3;D.4)

Competency 005 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. (K.2;K.7;K.8;S.4;S.9;S.10;D.5;D.6;D.7;D.8)

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Competency 006 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. (K.1;K.2;kK.7;K.8;K.9;S.10;S.11;D.7;D.8)

Competency 007 The principal knows how to apply organizational, decision-making, and
problem-solving skills to ensure an effective learning environment.
(K.1;K.5;K.6;S.2;S.7;S.8;D.6;D.7;D.8)

Competency 008 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. (K.1;K4;K.5;K.8; S.2;S.5;S.11;D.6;D.7;D.8)

Competency 009 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. (K.5;K.6;K.7;S.5;S.7;S.8;D.4;D.5;D.6;D8)

ELCC Standards:

Standard 1: Candidates who complete the program are educational leaders who have the
knowledge and ability to promote the success of all students by facilitating the development,
articulation, implementation, and stewardship of a school or district vision of learning supported
by the school community. (K.1, K.8; S.7, S.9; D.5, D.6)

Standard 2: Candidates who complete the program are educational leaders who have the
knowledge and ability to promote the success of all students by promoting a positive school
culture, providing an effective instructional program, applying best practice to student learning,
and designing comprehensive professional growth plans for staff.
(K.2;K.7;K.8;S.2;S.7;S.10;D.1;D.5;D.7)

Standard 3: Candidates who complete the program are educational leaders who have the
knowledge and ability to promote the success of all students by managing the organization,
operations, and resources in a way that promotes a safe, efficient, and effective learning
environment. (K.1;K4;K.5;K.8; S.2;S.5;S.11;D.6;D.7;D.8)

Standard 4: Candidates who complete the program are educational leaders who have the
knowledge and ability to promote the success of all students by collaborating with families and
other community members, responding to diverse community interests and needs, and
mobilizing community resources. (K.4, K.5, K.6; S.4, S.9; D.5, D.6)

Standard 5: Candidates who complete the program are educational leaders who have the
knowledge and ability to promote the success of all students by acting with integrity, fairly, and
in an ethical manner. (K.9; S.11; D.1, D.7)

Standard 6: Candidates who complete the program are educational leaders who have the
knowledge and ability to promote the success of all students by understanding, responding to,

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and influencing the larger political, social, economic, legal, and cultural context. (K.8, K.9; S.9,
S.11; D.6, D.7)

Standard 7: Candidates who complete the program are educational leaders who are provided
significant opportunities to synthesize and applied the knowledge and practice and develop the
skills identified in Standards 1 6 through substantial, sustained, standards-based work in real
settings, planned and guided cooperatively by the institution and school district personnel for
graduate credit. (K.1, K.8, K.9; S.2, S.9, S.11; D.3, D.5, D.6, D.7, D.8) It is not necessary to
document for Standard 7.

Calendar

Refer to UTPB Academic Calendar by going to http://aa.utpb.edu/registrar/academic-calendar/

Fall 2015 - 1st weeks session

Event Date
Classes begin August 26
First day of late registration August 26
Last day to add a course August 31
Last day to drop the course without creating a record September 2
Labor Day Holiday September 7
Last day to drop or withdraw from this session September 29
Last day of classes or final exam day October 20

Assignments

Intern Assignments: Please submit all assignments via submission links.

Complete Forms A and B. In addition, please include a copy of your Campus

Supervisors SBEC (STATE BOARD FOR EDUCATOR CERTIFICATION) Certificate.

Maintain a log of a minimum of 75 school administrative hours in activities demonstrating

how the activities reflect SBEC Principal Competencies and ELCC standards. The alignment
portion of this assignment is of critical importance. Please make sure you can align all your
activities and hours with the ELCC standards and the TExES competencies.

Develop or update a Professional Quality Resume that highlights experience qualifying you
for a school leadership role.

Personal Mission Statement: Interns will develop a personal mission statement reflecting
their personal values and ethics using the Personal Mission Statement Builder tool on the
Franklin Covey website: http://www.franklincovey.com/msb/

Write a Reflection of your Practicum Experience highlighting strengths and weaknesses and
any pertinent information (1-2 pages).

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 Provide Professional Development Activities that you engaged in during your practicum.

Develop a Professional Resource File.

TExES Exam Practice: Students will take the practice test located in the back of the TExES
preparation manual and self-report their score to the practicum professor. Students will be asked
to submit a thorough diagnosis of their strengths and weaknesses and how they plan to address
the weaknesses identified.

Students are eligible to take an additional practice exam on the UTPB campus in the PASS office
if they so desire. Students must contact the practicum professor if you choose to participate in
this opportunity. These testing materials are secure and cannot be distributed outside of the
PASS Office. This is a great opportunity to get some extra practice if you are a local candidate.

Dispositions Analysis: Students will complete a self-report regarding their professional

dispositions. This assessment is used throughout the School of Education in every program to
ensure we are providing candidates who have the dispositions to positively affect the lives and
learning of students in schools. The student will complete one, the supervising administrator will
complete one, and the professor will complete one. These will be filed in the student files in
Certification Office.

Professional Portfolio: Students will assemble a professional portfolio that includes a resume,
mission statement, resource file, practicum reflection, professional development, and other
activities/awards reflecting the candidates educational leadership. You will also include the
UTPB Principal Practicum Mentor Assessment completed by your on-site supervisor.

Will include:
o Develop or update a professional quality resume that highlights experience qualifying
you for a school leadership role.
o Develop a personal mission statement reflecting your personal values and ethics.
o Arrange meetings with the University supervisor and the site supervisor in person, via
Skype, or by phone. Students and the university supervisor will need to get together
via one of the aforementioned mediums three times during the semester.
o Create, or enhance, a professional resource file, listing resources and tools that may
aid aspiring Principal candidates to succeed as learner-centered educational leaders.
This will be included as a section of the Professional Portfolio. Likewise, additional
resources may be located in the SBEC Principal Preparation Manual located at:
http://cms.texes-ets.org/files/1413/2949/6303/068_principal.pdf
o Include a reflection of your practicum experience (1-2 pages).
o Include professional development and other activities/awards, etc.
o Include the UTPB Principal Practicum Mentor Assessment.

Practicum Professional Improvement Project* (PIP): The Practicum Professional

Improvement Project (PIP) should focus on plans to improve the school or other educational
setting. The project should reflect personal and professional interest and enthusiasm, and

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mutually agreed to by the site supervisor and the University supervisor. The PIP may be a multi-
semester project, and the Practicum may reflect the planning and initial implementation action.

The project must include a written summary reflecting the following:

1. Identify the project and describe its relation to principal or educational leadership standards
(e.g., how the project correlates with SBEC Principal Competencies/Standards and Educational
Leadership Constituent Council (ELCC) standards).
2. Describe how the project will improve the school/educational setting, as well as explaining
how it adds to the candidates professional growth and development.
3. Provide a list of helpful resources emerging from your project. This list may be included in the
resource file assignment described above.

*For a more complete description of expectations, see the rubric.

UTPB Principal Practicum Mentor Assessment: This is an assignment that you are expected
to submit. We understand that your principal will be busy and may have difficulty submitting an
evaluation, but this is an important part of your preparation and growth and will support your
development of leadership skills. It will only be graded on a submitted/did not submit basis.

Assessment and Grading:

A variety of methods will be used to determine formal grades, including:

Active participation and completion of all assignments as outlined above.

Demonstrated cooperation with Site Supervisor and University Supervisor through timely and
professional responses.

Taking the Principal Practice Examination and analysis of scores.

Attention to established deadlines and schedules with assignments completed on time and in
good order.

Development of a Professional Portfolio with a resume and professional resource file for
review by the University Supervisor.

All practicum courses will be graded by S and U. The S does not calculate in the Grade Point
Average (GPA). The U calculates as a failing grade in the GPA.

Grading Scale
130 155 pts (Satisfactory)
129 pts and below (Unsatisfactory)

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 University of Texas of the Permian Basin
School of Education
Educational Leadership Programs

PRACTICUM ADMISSION
AND ACCEPTANCE FORM A
Name _________________________________ UID__________________________

School name, address, & district: ____________________________________________

____________________________________________

School Telephone: _____________________

Home Telephone: _____________________Cell Telephone: _____________________

Your home e-mail address: _________________________________________________

Your work e-mail address: __________________________________________________

Present position: _________________________Total years teaching experience: ______

Preferred time of day for visits from university supervisor:

Hours: __________________________ (10:00 A.M. 4:00 P.M.)

Days: __________________________ (Monday Friday)

NOTE: The university supervisor will attempt to visit during your preferred times and days of the week.
In the event of a scheduling conflict, mutual agreement will be sought for all site visits.

Anticipated date of graduation/certification: (Semester) _______________ (Year) ______

TExES Exam anticipated date: _____________________________________________

On-site Supervisors Name _____________________________________________

On-site Supervisors Position: _____________________________________________

Interns Signature __________________________________________

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 University of Texas of the Permian Basin
School of Education
Educational Leadership Programs

PRACTICUM ADMISSION
AND ACCEPTANCE FORM B
Site Supervisor Statement of Intern Acceptance
Principal Intern Name: ___________________________________________________

I approve the above named intern and agree to assist with his or her assigned field experiences. I
understand the Principal Internship involves a variety of administrative and supervisory experiences
on-site in a school or central office setting.

I am willing to work with this intern and the supervising professor from the Educational Leadership
graduate program in the School of Education at The University of Texas of the Permian Basin in
developing an appropriate set of experiences.

Site supervisors signature: _________________________________________________

SITE SUPERVISOR INFORMATION

Name: __________________________________________________________________

School, Agency or Institution: _______________________________________________

School District: ____________________ Office Phone: __________________________

Preferred Email Address: ___________________________________________________

Degree and/or Certification Area(s): __________________________________________

Current Position: _________________________________________________________

Years of administrative experience: __________

Type of leadership evaluation preparation (e.g., ILD and PDAS certifications):

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

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 University of Texas of the Permian Basin
School of Education
Educational Leadership

SAMPLE
FORM C
Sample Log of Administrative Experiences*

ALL COMPETENCIES AND STANDARDS MUST BE ADDRESSED

Date: Experience SBEC ELCC Hours

Competency Standard

June 17, 2008 Staff Development TAKS 003, 006 2, 3, 5 1.5 hours
June 18, 2008 Discipline Referrals 003, 009 2, 3 45 minutes

*The above entries are examples of the following experiences:

Date and Activity:

June 17, 2008 Assisting with staff development on TEKS/TAKS.

June 18, 2008 Observed principal/AP handling discipline issues

Sample Texas SBEC Principal Competencies/NCATE/ELCC Standards:

Competency 003/ELCC Standards 3&5 - Learner-Centered Values & Ethics of Leadership

Competency 006/ ELCC Standards 2 & 3 - Learner-Centered Human Resources Leadership and
Management

NOTE: The above format is recommended and available on the next page for the log of
administrative experiences. The intern may modify the format with the agreement of the university
supervisor.

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 University of Texas of the Permian Basin
School of Education
Educational Leadership

LOG OF INTERNSHIP EXPERIENCES

FORM C

Name: ____________________________________
Date Experience SBEC ELCC Hours
Competency Standard

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 University of Texas of the Permian Basin
School of Education
Department of Educational Leadership

School Professional Improvement Project (PIP)

Professional Improvement Project plans will include three sections detailed below, each of which is
to be discussed with and approved by the site supervisor prior to the on-site visit by the university
professor. This proposed plan is not to be completed at the time of the on-site visit, but the intern
should be able to explain it in detail with the visiting professor, including the three major components
described below. It is subject to change or revision, based on the review by the visiting professor.

1. Brief description of the project plan, using measurable goals or outcomes. The objectives of your
project should be clear and concise. Your project should be do-able within the time constraints you
have, and it should be clear from your description that your success in reaching your stated goal(s)
will be evident and documented. Keep this section relatively brief and to the point.

2. Action plan showing steps to be taken in conducting the project, including how project will be
assessed as to whether stated goals have been reached. The purpose of this section is to assure that
your stated goals can be reached within the time constraints that you have and that the steps you take
can conclude with clear and measurable results as to the degree of your success.

3. Summative report in which you identify SBEC Principal Competencies/Standards addressed by the
project, including a list of helpful resources, and your personal and professional reflections on the
project experience regarding the value of the project in your professional development. This
summary is a required component of the Professional Portfolio and must also be e-mailed to the
practicum professor and the university supervisor upon completion.

NOTE: The summative report should be complete and included as a section of the finished
portfolio submitted at the end of the semester. The Professional Improvement Plan constitutes a
major factor in determining the final grade for the intern.

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 University of Texas of the Permian Basin
School of Education
Department of Educational Leadership

PROFESSIONAL IMPROVEMENT PROJECT

ACTION PLAN
Interns will provide a complete account of a Professional Improvement Plan that in a measurable way
generates improvement at the school. This project will reflect the schools particular vision or stated
goals.

Interns will approach the project from the perspective of such established criteria as Instructional
Leadership Development, Professional Development and Assessment System, the SBEC domains
and competencies, the ELCC standards, and their own leadership knowledge, experience and skills.
Actual data such as test scores, AEIS Reports, Annual Yearly Progress, etc. will be utilized to clearly
establish project evaluation and measurable outcomes.

The project will include specific references to SBEC and ELCC competencies and standards, as
applicable.

PROPOSED ACTION PLAN MODEL

The following action plan model is for intern use. By developing the plan based on the following
criteria, interns will be assured of a design that reflects established criteria.

SCHOOL VISION STATEMENT:

SCHOOL GOAL:

YOUR PROJECT:

Outcome Activities Resources Responsibility Timeline Assessment

Needed

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Americans with Disabilities Act:

Students with disabilities that are admitted to The University of Texas of the Permian Basin
may request reasonable accommodations and classroom modifications as addressed under
Section 504/ADA regulations. Students needing assistance because of a disability must
contact Leticia Madrid, Director, Programs Assisting Student Study (PASS) Office, 552-
2630, no later than 30 days prior to the start of the semester.

The definition of a disability for purposes of ADA is that she or he (1) has a physical or
mental impairment that substantively limits a major life activity, (2) has a record of such an
impairment or, (3) is regarded as having such an impairment.

Students who have provided all documentation and are eligible for services will be advised of
their rights regarding academic accommodations and responsibilities. The University is not
obligated to pay for diagnosis or evaluations nor is it obligated to pay for personal services or
auxiliary aids.

If you need accommodations because of a disability, if you have emergency medical

information to share with the instructor, or if you need special arrangements in the case the
building must be evacuated, please inform the instructor immediately. It is best to contact the
instructor after class or during his/her office hours.

Course Incomplete/Withdrawal/Grade Appeal:

All students are required to complete the course within the semester they are signed up.
Incomplete grades for the course are rarely given and will only be granted if the student has
complete at least half of the course with a grade of C or better and provides a valid,
documented excuse for not being able to complete the course on time and has contacted prior
to the scheduled last class to request an extension. The student will sign a contract that
includes the incomplete course activities and the new due dates.

For grade appeal process go to http://ss.utpb.edu/dean-of-students/student-grievances/

Online Student Authentication:

UTPB requires that each student who registers for an online course is the same student who
participates in, completes, and receives credit for the course. UTPBs Distance Education
Policy requires faculty members to employ at least two methods of verification to ensure
student identities. To access online courses students must login to the UTPB learning
management system using their unique personal identifying username and secure password.
UTPBs Distance Education Policy requires at least one additional student identification
method within the course that has been determined and approved by the faculty or academic
program. This course satisfies the second method of student verification by Field/Clinical
experiences using an approved photo ID.

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 Student Support Services

ADA Accommodation/Support Programs Assisting Student Study (PASS)

(432) 552-2630

Admissions & Registration & Transcripts (432) 552-2605

Blackboard Technical Support 1-866-321-2988 (toll-free)

Bookstore (432) 552-0220

Counseling/Advising (432) 552-2661

Financial Aid and Scholarship (432) 552-2620

UTPB Library (432) 552-2370

http://library.utpb.edu/dehome.html

Student Services http://cas.utpb.edu/academic-advising-center/e-advisor/

Tutoring & Learning Resources

If you are taking courses through UTPB the following links provide services: Smarthinking
Online Tutoring (provides tutoring services), SmarterMeasure (measures learner readiness for
online course).

End-of-Course Evaluation & Instructor Evaluation

Every student must complete the end-of-course evaluation provided by UTPB.

Disclaimer & Rights

Information contained in this syllabus was to the best knowledge of the instructor considered
correct and complete when distributed for use in the beginning of the semester. However, the
instructor reserves the right, acting within the policies and procedures of UTPB to make changes
in the course content or instructional techniques without notice or obligation. The students will
be informed about the changes, if any.

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 EDLD 6392: Principal Practicum
Important Dates
Forms A and B and SBEC Certificate of your Campus Supervisor Due September 4, 2015
Each of the above documents is worth 5 pts for a total of 15 pts

Portfolio: Personal Mission Statement Due September 13, 2015

5 pts

Portfolio: Resume Due September 13, 2015

5 pts

Professional Dispositions
Self-Report 5 pts Due September 20, 2015
Site Supervisor Report 5 pts Due September 20, 2015

TExES Exam Practice and Score Analysis Due September 27, 2015
5 pts for each piece 10 pts

Professional Improvement Project Due October 11, 2015

40 pts

Administrative Activities Log Due October 16, 2015

30 pts

Portfolio: Reflection of Practicum Experience Due October 16, 2015

20 pts

Portfolio: Professional Development Activity Due October 16, 2015

10 pts

Portfolio: Professional Resource File Due October 16, 2015

5 pts

Portfolio: Mentor Assessment Due October 16, 2015

5 pts

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On-Site Visits Schedule 3 visits during the semester if possible for the
university supervisor, the final visit may occur between
the submission of the Professional Improvement Project
(October 11) and the submission of the Administrative Activities
Log (October 16). This will serve as an opportunity to debrief and
reflect on the semester. Last visit date is tentative.

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