EDAD 639-7901, Online

Practicum in Educational Administration Fall 2021

Chadron State College

Part 1: Course Information

Instructor: Dr. Linda Brown

Cell Phone: 406-679-5675 text or Call 719-204-4720                       E-mail: lbrown@csc.edu

Virtual Office Hours: Available by appointment

Credit hours:  3 credit hours

Course Description  Provides practical learning experiences inherent to elementary, middle, and
secondary school principals.  Seminar sessions will include discussion of current research and practices
based on building principals’ needs and concerns.  Separate and appropriate experiences will be
designed wherever possible for students preparing in each of the areas – elementary and secondary
administration. 

Required:  at least 200 hours in a practicum setting at two school sites.

Prerequisite: (1) EDAD 639 and should be taken as close to the end of the program as possible.

2.   An earned baccalaureate degree from a regionally accredited institution of higher education.

EDAD 629 is a prerequisite course for individuals who are seeking administrative endorsement
in either a degree or certification program.

Textbook & Course Materials Required Text(s) 

Building Ranks             Publisher: National Association of Secondary School Principals (2018) ISBN-10:
0882103954 ISBN-13: 978-0882103952 (the lastest version, which is 2019, is available as a KINDLE
download) 

 The First 100 Days in the Main Office: Transforming A School Culture                Publisher: Information
Age Publishing (December 1, 2017)          ISBN-10: 1641131462                ISBN-13: 978-1641131469

Recommended Texts & Instructional Materials •

1. Hackmann, D.G., Schmitt-Oliver, D.M., & Tracy, J.C.  (2002). The standards- based
administrative internship.  Lanham, MD:  The Scarecrow Press, Inc.
2.  https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_style_introduction.html
Method(s) of Instruction  Collaborative Learning and Online Learning---The Collaborative learning
process is an important learning strategy for this course to promote authentic learning through
questioning and understanding in sharing thoughts and ideas regarding the essential points from the
readings and how the topic relates to your own experiences.  You will be responsible for completing the
assignments as posted on a weekly basis.  At least once, you will be required to participate in an online
video conference via Zoom with myself and some of your classmates. During the 15-20- minute video
conference you will be asked to share your internship experiences, respond to a discussion prompt, or
share any concerns or questions regarding the course.  Dates and sign up information will be posted in
CSC online for this class.

I know that sometimes technology can be frustrating so please do not hesitate to call the help desk if
you have any problems or concerns with CSC ONLINE.  If the problem concerns course content, please
call or text me!  Course Requirements It is intended that all courses on the graduate level shall require of
students greater intellectual effort, more independence in reading and investigation, and more
constructive thinking than courses taken at the undergraduate levels of instruction. •   Read,
study, reflect, and evaluate the assigned texts.

•Under the mentorship of two practicing principals, perform at least 200 hours of internship activities.
Please try to complete at least 100 hours with one administrator. If you’d like to have 3 mentors, please
try to spend 100 with one of them and split the other 100 between the other two!  In addition to the
200 hours required in EDAD 639, the candidate should have logged 50 additional practicum/internship
hours in previous courses within the administrative program.  Those hours from previous courses should
be added to the logged hours for the practicum/internship course and so designated.

•   Complete on-line assignments including a video presentation of a course topic

•   Complete on-site instruction and internship to attain your minimum 200 hours.

•   Discuss information and reflect on the Forum discussion board as well as participate in Live Zoom
conferences with your peers. 

•Submit a final electronic anthology addressing the standards for administrators. (Information on this
project will be shared via video.)

Discussion Forums & Zoom Video Conferencing: During the course I will provide you with an opportunity
to interact with your classmates by participating in either Forum discussions or small group Zoom Video
Conferencing. Topics for these discussions will be drawn from unit readings and/or instructional
materials. If discussion is through the Forum, please contribute to these discussions by posting an initial
substantive response (at least 2 well-organized, complete paragraphs citing the key elements from the
readings and your personal experiences) by 11:00 PM on Wednesday. Return to the discussion
throughout the remainder of the week and provide responses to at least 2 of your classmates’ posts by
midnight on the following Sunday. In your responses to your classmates, you will want to further the
discussion by asking questions, providing examples to consider, and/or sharing additional, relevant
information. I highly encourage you to read EACH of your peers’ postings! Through the forum, you will
find many great resources, ideas, and insights that will help you as a future principal!   Demonstrate your
professionalism by contributing in a positive, courteous, and constructive manner. Brief responses such
as “Great job!” will not be accepted as valid responses as they do not significantly enrich the discussion.
To be more thoughtful about your responses, it is recommended that you create a word doc and then
copy/paste it into the discussion on the Forum. The forums will be a required component of your
Anthology. During Zoom Video Conferencing, you will be asked to share information regarding your
internship activities, pose questions to me or your colleagues about educational topics or concerns,
questions regarding course materials or assignments, or respond to a discussion prompt.  

 Nebraska State College Board Policy 4141 In accordance with the Nebraska State College System Policy
4141 the following represents the expected contact hours needed to ensure the time involved in
student learning is equivalent to that needed to attain the learning outcomes in comparable courses;
learning outcome equivalency is achieved through multiple course modalities.   For a 1-credit hour
course, Nebraska State College Board Policy 4141 (http://www.nscs.edu/Policy%20Manual/Policy
%20Manual%20Master/Policy%204141.pdf) suggests that you spend at least 45 hours per credit hour in
learning activities. Since EDAD 639 is 3-credit hour course, you should plan to spend a minimum of 135
hours in learning activities. 

A combination of the following learning activities will support you in attaining the course Student
Learning Outcomes described in Part 2 of this syllabus. Be prepared to devote the Hours per Week
associated with each of the course activities or components listed below. The actual hours spent on
individual learning activities will vary from student to student depending on prior knowledge; however,
135 hours represents the minimum expectation for any student.  **Disclaimer: The completion of the
minimum time commitment does not ensure a passing grade. Achievement of the course competencies
must be demonstrated.

 Part 2: Student Learning Outcomes

Upon completion of this course, you will be able to:

 1. “Facilitate the development, articulation, implementation, and stewardship of a vision of learning
that is shared and supported by the school community.

2. Advocate, nurture, and sustain a school culture and instructional program conducive to student
learning and staff professional growth.

3. Ensure management of the organization, operations, and resources for a safe, efficient, and effective
learning environment.

4. Collaborate with families and community members, responding to diverse community interests and
needs, and mobilizing community resources.

 5. Act with integrity, fairness, and in an ethical manner.

6. Develop an understanding of how to respond to and influence the larger political, social, economic,
legal, and cultural aspects of the education community.”

 7. Complete an internship of at least 200 hours that addresses the standards.

Part 3: Course Topic Schedule/Outline

THIS Schedule is subject to change! You must check course links in CSC Online each week for course
assignments and information!  

Texts: Building Ranks (BR) and The First 100 Days (100 Days)
 Week 1: Complete Course Orientation modules  o Post a Written Introduction to the Forum   o Read or
view peers’ introductions o Begin working on Personalized Internship Plan, Principal SelfAssessment,
and Mentor Forms o Plan to attend School Board Meetings (Attending at least three School Board
Meetings during the semester are required to complete the School Board review ASSIGNMENT.)

 Week 2: Personalized Internship Plan, Principal Self-Assessment, and Mentor Forms o Spreadsheet Log
for Recording Hours  o View Graduate video by Dr. King & Ms. Fernandez o Read Introduction in Building
Ranks (BR), the course textbook.   o View PSEL informational Video 

Week 3: Read Section 1: “Leadership” in Building Ranks (BR) o View PSEL informational Video  o Post
Response in Forum Discussion o View Video of “Final Preparations for Program Completion!”  

Week 4: Read “Integrating the Dimensions of Building Culture,” and the Dimensions of ‘Student
Centeredness’ and ‘Wellness.’ (BR) o Read Ch. 1, “Strong Instructional Cultures,” in The First 100 Days in
the Main Office (100 Days)

Week 5: Read sections on ‘Equity’ and ‘Relationships.’ (BR) o Read Ch. 2 “The Perfect Fit,” (100 Days) o
Post to Forum discussion o Log updated o Make Plans to attend Board of Education Meeting (Attending
at least three School Board Meetings during the semester are required to complete the School Board
review ASSIGNMENT.)

Week 6: Read sections on “Communication” & “Ethics” (BR) o Read Ch.3 “The Central High Way” (100
Days)

Week 7: Read section on “Global Mindedness” (BR) o Read Ch. 4--”Bad Habits” (100 Days) o Forum Post
o Internship Reflection

Week 8: Read “Leading Learning, Integrating the Dimensions of Leading Learning” (BR) o Read Ch.
5--”We Are ALL Superior Teachers” (100 Days) o Log Updated

Week 9: SPRING BREAK!  oMake plans to attend School Board Meeting (Attending at least three School
Board Meetings during the semester are required to complete the School Board review ASSIGNMENT.)

 Week 10: Read “Vision and Mission” and “Collaborative Leadership” o Read Ch. 6 “Blindsided” (100
Days)

Week 11: Read “Result-Orientation” (BR) o Read Ch. 7 “The ‘I’ in Team” (100 Days) o Forum Post  o
Internship Reflection

Week 12: Read “Curriculum, Instruction, & Assessments” (BR) o Read Ch. 8 “Thinking Outside the Box”
(100 Days)

Week 13: Read “Innovation” (BR) o Read Ch. 9 “Valued Ends of Schooling” (100 Days) o Attend Board of
Education Meeting (Attending at least three School Board Meetings during the semester are required to
complete the School Board review ASSIGNMENT.)  o Log Updated

Week 14: Read “Human Capital Management” (BR) o Read Ch. 10 “Cultural Levers” (100 Days) o Work
on Electronic Anthology o Professional Journal Article Review

Week 15: Read “Strategic Management” (BR) o Read Ch. 11 “Enacting a Strong Instructional Culture”
(100 Days) o Forum Posting
 Week 16: Electronic Anthology Submitted  o Read “Reflection & Growth” (BR) o Zoom Video Conference
Anthology sharing o Mentor/supervisor evaluations due (if completing this semester) o Log
Complete/updated o Final Internship Reflection o Course Reflection

Week 17:  Graduation 

 Part 4: Grading Policy  

Graded Course Activities and Letter Grade Assignment:   Your success in this course will be assessed by a
number of different means that measure your progress toward the learning outcomes. Course
assignments are weighted accordingly. To find out more about each of the assignments listed below,
complete details can be found in the CSC Online site associated with this course. 

 Assignments                          Grading Points

Discussion Forums                     20                     120

Log Entries/Reflections              25                      75

Electronic Anthology                   1                     100

Supervisor’s Evaluations            2                     200

Board Mtg Reflections               25                     75 (Attending at least three School Board Meetings during
the semester are required to complete the School Board review ASSIGNMENT.)

Total Possible Points                              Total  570

Letter Grade Percentage A 93% - 100% B 86% - 92% C 76% - 85%

 Late Work Policy:  To ensure your success in learning, you are responsible for completing all assigned
work as high quality submissions in the time frame allowed for each unit. You are also responsible for
prioritizing your time accordingly to ensure timely completion of assigned course work and activities. Be
sure to pay close attention to deadlines—there will be no late work accepted without a serious and
compelling reason and instructor approval. If an assignment will be late, you MUST contact me prior
to/or within 12 hours of the deadline. There will be a 10% reduction of points for each day an
assignment is late without prior approval. 

Expected Professional Classroom Behavior: 

• Demonstrate respect for everyone involved in this course. • Make choices which demonstrate a
commitment to teaching. • Accept responsibility for self and choices made. • Do not plagiarize from any
source, including lesson plans, quotations and on any other assignment. • Complete assignments in the
expected manner as described on course syllabus. • Assume responsibility for content of syllabus and
submit work in a timely manner. • Appear to be engaged throughout each class session.  This includes
participating in class activities and discussions, as well as answering questions. • Be reflective and
continually evaluate the effects of your choices and actions on others (students, peers, professors).

Part 5: Course & Institution Policies 

Academic policies, including the selected policies detailed in this syllabus section, can be found on
Chadron State College’s Policy Website. (http://www.csc.edu/policy/category/index.csc) Student
Behavior   Academic Honesty Students are encouraged and expected, with the assistance of the faculty,
to conduct themselves in conformity with the highest standards with regard to academic honesty.
Violation of college, state, or federal standards with regard to plagiarism, cheating, or falsification of
official records will not be tolerated. Students violating such standards will be advised and disciplined.
Violations of these standards may result in course failure, suspension, or dismissal from the college.
Students are encouraged to seek the advice of instructors as to the proper procedures to avoid such
violations.

The following acts are examples of academic dishonesty:

1. Cheating – intentionally using or attempting to use unauthorized materials, information, or study aids
in any academic exercise.

 2. Fabrication – intentional and unauthorized falsification or invention of any information or citation in
an academic exercise.

3. Facilitating Academic Dishonesty – intentionally or knowingly helping or attempting to help another in

an act of academic dishonesty.

 4. Plagiarism – appropriating or imitating language, ideas, and thoughts of another author, representing
them as one’s own original work. The following acts are examples of plagiarism: 1. Submitting an
assignment that someone else has written and claiming the work as one’s own. 2. Submitting an
assignment that contains sections, paragraphs, sentences or key phrases that someone else has written
without appropriately documenting the source(s) for each portion of the assignment not written by the
student submitting the assignment. 3. Submitting an assignment that contains paraphrased ideas from
another source, published or unpublished, without appropriately documenting the source for each
paraphrase. (Changing around a few words in a sentence from the source is not sufficient to avoid
plagiarism.) Note: “Someone else” in the three statements above may refer to a published author,
another student, an internet source, or any person other than the student claiming credit for the
assignment. If an individual is unsure in how to document sources used within an assignment, they are
encouraged to ask their professor or the reference librarian for assistance.

View the Academic Honesty Policy on CSC’s Policy

Website.  https://app.policyiq.com/ChadronStateCollege/Content/View/3419?Key=c320bad9-cae1-
4820bac1-ec7a3b6d69ba)

Class Attendance/Participation Policy  The College assumes that students will seek to profit from the
instructional program and will recognize the importance of attending every class meeting of courses for
which credit is expected.  Responsibility for notifying faculty of absences, and for arranging potential
make-up, rests with the students.  Since this course will utilize an online format, students are expected
to participate on a regular basis.  Students are responsible for checking their CSC email regularly—
preferably each weekday—as well as regular logins in Sakai. 
View the Class Attendance and/or Participation Policy on CSC’s Policy Website.
(https://app.policyiq.com/ChadronStateCollege/Content/View/3432?Key=c320bad9-cae1-4820bac1-
ec7a3b6d69ba)

 Civility and Netiquette  Civil behavior enhances the learning environment and is expected at all times.
The academic environment welcomes a difference of opinion, discourse, and debate within a civil
environment. All members of the class are expected to follow rules of common courtesy in all
communications (including email messages, discussion, and chats). You may find these guidelines
helpful:

1. Clearly label posts and emails with a relevant subject heading.

2. Use capital letters sparingly. THEY LOOK LIKE SHOUTING.

3. Forward emails only with a writer's permission.

4. Be considerate of others' feelings and use language carefully.

5. Cite all quotations, references, and sources.

6. Use humor carefully.  It is hard to "read" tone; sometimes humor can be misread as criticism or
personal attack. Feel free to use emoticons to let others know you are being humorous.

7. Use complete sentences and Standard English grammar to compose posts. Write in proper
paragraphs. Review work before submitting it. 

Equal Education Opportunity Policy/Nondiscrimination Policy  CSC is committed to an equal

opportunity program to encourage admission and employment, and to provide procedures which will
assure equal treatment of all students and employees. The College administers its academic and
employment programs and related supporting services in a manner which does not discriminate on the
basis of gender, race, color, national origin, age, religion, disability, sexual orientation, gender identity,
or marital status. Its policies are consistent with nondiscriminatory policy, including Title VII of the Civil
Rights Act of 1964, as amended; Title IX of the Educational Amendments of 1972, as amended; and
Sections 503 and 504 of the Rehabilitation Act of 1973. The College’s written policy regarding the
Americans with Disabilities Act (ADA) may be reviewed in the office of the Director of Human Resources
or in the Library Learning Commons, along with the provisions of the Americans with Disabilities Act,
and the rights provided. 

View the Equal Employment and Education Opportunity Policy on CSC’s Policy Website.
(https://app.policyiq.com/ChadronStateCollege/Content/View/3443?Key=c320bad9-cae1-4820bac1-
ec7a3b6d69ba)

Equal Access Chadron State College works to ensure that all programs, activities, and services, including
electronic and remote services, are accessible to people with disabilities.  Upon request, CSC will provide
reasonable accommodations to ensure students have equal access to programs, activities, and services. 
For assistance, contact the Equal Access Coordinator, Deena Kennell, at 308.432.6467 or by email at
dkennell@csc.edu

Disclaimer This syllabus and schedule is articulated as an expectation of class topics, learning activities,
and expected student learning.  However, the instructor reserves the right to make changes in this
schedule that, within my professional judgment, would result in enhanced or more effective learning on
the part of the students.  These modifications will not substantially change the intent or outcomes of
this course and will be done within the policies and procedures of Chadron State College.

 CSC Mission & Master Academic Plan (MAP) Mission Statement Chadron State College (CSC) will enrich
the quality of life in the region by providing educational opportunities, research, service and programs
that contribute significantly to the vitality and diversity of the region. MAP Priorities, 2014-2018 CSC is
committed to the achievement of tasks/projects that align with the following Priorities: 1. Continue to
implement and improve the Essential Studies Program (ESP). 2. Define, develop, and promote co-
curricular experiences that foster undergraduate and graduate student engagement. 3. Create and
implement a strategic vision(s) for teaching and learning technologies, teaching and learning center
(TLC) and the library learning commons (LLC). 4. Evaluate campus-wide processes for student
recruitment, advising and retention; recommend a plan for continuous improvement. 5. Study, create,
and implement a strategic vision for the graduate studies program. 6. Evaluate campus-wide processes
for faculty and staff recruitment and retention; recommend a plan for continuous improvement.