Manhattanville College

EDAD 5502 Educational Leadership: School Internship

 

Instructor:      Kathy Dickinson 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 school internship is guided by the ELCC standards and is designed to expose Leadership Candidates to a wide range of leadership issues and responsibilities within a K-12 school district in public or non-public settings that focus on developing effective problem solving and decision making skills. The internship is framed around the identification of projects that respond to real school needs that will ultimately impact the quality of services to students. During the school-based internship Leadership Candidates will work closely with a cooperating administrator who will act as the on-site mentor. The internship seminar provides an opportunity for students to discuss their experiences, to provide support and suggestions to one another, and to receive support from the Internship Supervisor.  Readings and discussions will center on integrating leadership theory and practice, specifically as relates to the leader’s role as a change agent. 

 

 

Required Reading

 

Fullan, M. (2001). Leading in a culture of change. San Francisco Jossey-Bass.

 

Goleman, D., Boyatzis, R., & McKee, A. (2002). Primal leadership: Realizing the power

of emotional intelligence. Boston: Harvard Business School Press.

 

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

           VA: ASCD.

Choose one (or related alternative):

Hook, F. A. (2005). Supporting English language learners: A guide for teachers and administrators. Portsmouth, NH:

           Heineman Press.

McLaughlin, M. J. & Nolet, V. (2004). What every principal needs to know about special education. Thousand Oaks, CA:

           Corwin Press.

 

Recommended Reading

Professional reading that supports your professional career aspirations

 

 

Summary of Course Instructional Focus & Assessment

 

 

Course Requirements

 

• Complete a minimum of 300 hours field internship over one- two semesters.
• Internship Time Log                                                                  5%

This log will be reviewed at each class meeting.      

• Internship Journal                                                                   10%

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               20%

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.

[CF standards 3a, 4a, 4b, 5a, 5b, 5c, 5d, 5e.]

• 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                                                             15%

(will include online discussions and

one-hour mock interview)

* 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.

 

 ADA STATEMENT : Students needing accommodations for a documented disability should notify the instructor at the beginning of the semester.

 

MANHATTANVILLE  CONCEPTUAL FRAMEWORK (CF) STANDARDS
Manhattanville  CF	Manhattanville  Conceptual Framework Indicators
1a. Learning and Teaching	Combines a depth of knowledge of academic disciplines with understanding of pedagogical theory and research
1b. Learning and Teaching	Demonstrates knowledge and use of multiple assessments and appropriate diagnostic techniques
1c. Learning and Teaching	Demonstrates teaching driven by reflective practice within the context of a community of learners
1d. Learning and Teaching	Develops developmentally appropriate strategies based on structure and method of the discipline
1e. Learning and Teaching	Applies educational theory to classroom practice
2a. Diverse Learners	Demonstrates respect for and values all children
2b. Diverse Learners	Demonstrates knowledge of child development
2c. Diverse Learners	Demonstrates understanding of how to foster self-esteem, motivation, character and civic responsibility
2d. Diverse Learners	Considers the challenges likely to be encountered by diverse learners and strategies to help diverse learners meet those challenges.
2e. Diverse Learners	Demonstrates a belief that all children can learn.  Provides a supportive environment for diverse learners and treats all students equitably
3a. Liberal Arts	Models a strong speaking, writing, reading and listening  skills
3b. Liberal Arts	Demonstrates sound knowledge of educational technology in planning, designing, delivering, and evaluating effective learning experiences
3c. Liberal Arts	Demonstrates a broad knowledge of the liberal arts
3d. Liberal Arts	Demonstrates a deep understanding of the content appropriate to the teaching specialty and relevant applications of that content.
3e. Liberal Arts	Demonstrates a commitment to motivate and enable all students to attain high standards of academic achievement
4a. Family, School and Community	Understand that the involvement of the home enhances the work of the school
4b. Family, School and Community	Promotes child-focused collaboration with parents, staff and community organizations
5a. Professionalism	Is committed to a life-long pursuit of learning and professional growth
5b. Professionalism	Utilizes reflection as a tool for self-growth, program assessment, and instructional effectiveness
5c. Professionalism	Assumes a professional role within the organizational system of the school
5d. Professionalism	Is responsive to research and best professional practices
5e. Professionalism	Interprets and implements regulatory, professional, and ethical standards.
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