EDAD 5501 Educational Leadership: Community/Business Internship 

 

Instructor:            Kathy Rockwood                              

E-mail:                   rockwoodk@mville.edu                      

Telephone:            (914)323-3149                                 

                                                                                                                                   

 

 Course Description

The Educational Leadership Dual Internships build on previous course-related field work and provide substantial, sustained time to apply leadership theory and knowledge in the field. The community/business internship is guided by the ELCC and New York leadership standards and is designed to expose K-12 Leadership Candidates to their roles and responsibilities within the broader community. During this internship Leadership Candidates will work closely with a cooperating administrator(s) in a targeted community organization(s) and the College Internship supervisor.  Leadership Candidates will be exposed to different leadership styles and organizations, as well as varied issues, needs, and resources that impact the work of K-12 schools. The seminar, centered on personal leadership development, provides an opportunity for students to discuss their experiences, to provide support and suggestions to one another, and to receive support from the professor.  Readings and discussions will center on integrating leadership theory and practice, specifically as relates to the leader’s role as a liaison between the school and community.

 

Required Reading

 

Chadwick, K. G. (2004). Improving schools through community engagement: A practical guide for

          educators. 

 

Epstein, J. L., Sanders, M. G., Simon, B. S.,  Salinas, K. C., Jansorn, N. R., & Van Voorhis, F. L. (2002,

           second edition). School, family, and community partnerships: Your handbook for action.

          Westview Press. [selected chapters]

Marzano, R. J., Waters, T., & McNulty, B. A. (2005). School leadership that works: From Research to

          Results. Alexandria, VA: ASCD.

Other selected readings and cases will be posted on course Blackboard site.

 

Summary of Course Instructional Focus & Assessment

 

 

Course Requirements

 

• Complete 100  hours field internship over one semester.
• Internship Time Log                                                                   5%

This log will be reviewed at each class meeting.     

• Internship Journal                                                                     15%

Maintain this journal on a word processor. 

Journal entries will be shared on an ongoing basis

electronically and during class.

• Leadership Competency Instrument & Action Plan                  15%

Use the Competency Instrument as a basis

for formulating a leadership action plan (i.e., target

leadership experiences during your internship).

Review your action plan and work in these competency

      areas regularly with your Cooperating Administrator

      and Internship Supervisor.

• Project Reports                                                                           20%

This will include submission of a typed report that details

the development and outcomes of each project.

• Portfolio                                                                                       20%

The portfolio represents the final exit criteria for the

Internship. It should reflect all work completed during

the internship, with supporting documentation as

appropriate.

• Final Presentation                                                                       10%

Prepare a formal 10-15 minute presentation using visual

aids to highlight internship accomplishments and learnings.

• Seminar Participation (in class and online)                                   15%

 

* Refer to Internship Handbook for further explanation of course requirements.  

                          

Evaluation/Grading:

Grading in this course will be based on pass/fail.  In order to receive a “pass” all internship requirements must be completed, with satisfactory adherence to specific guidelines and rubrics.  The Internship Competency Instrument should document an overall rating of “satisfactory proficiency.”

 

 

 

 

 

 

 

 

Academic Honesty (excerpt from School of Education catalog):

All forms of academic dishonesty, unfair advantage, and plagiarism will have consequences, from failure of the assignment or failure of the course, up to and including expulsion from the School of Education.  In all cases where academic dishonesty is suspected, both faculty members and students have the obligation to bring the matter to the attention of the Associate Dean for Graduate Advising.