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ED 634 Directed Field Experience
Singer, James D.


Mission Statement: The mission of the School of Graduate and Professional Studies at Park University is to provide leadership and directions to Park University's graduate and professional programs to assure that they are specialized, scholarly, innovative, and designed to educate students to be creative, independent, and lifelong learners within the context of a global community.

School For Education Mission Statement
The School for Education at Park University, an institution committed to diversity and best practice, prepares educators to be effective school professionals, reflective change agents, and advocates for equity and excellence for all learners.



Vision Statement: Park University's School of Graduate and Professional Studies will be an international leader in providing innovative graduate and professional educational opportunities to learners within a global society.

School For Education Vision Statement
The School for Education at Park University is to be known as a leader in the preparation of educators who will address the needs, challenges, and possibilities of the 21st century.

Park University School for Education  Conceptual Framework


Course

ED 634 Directed Field Experience

Semester

U1P 2010 ED

Faculty

Singer, James D.

Title

Director of Graduate Education Programs, Associate Professor

Degrees/Certificates

PhD--Kansas State--Administration and Foundations
MEd--Washburn University--Administration
BEd--Washburn University--Education

Office Location

Downtown KC, Suite 900

Office Hours

9:00-4:00

Daytime Phone

816-559-5626

Other Phone

816--21-39385

E-Mail

jsinger@park.edu

jsinger@kc.rr.com

Semester Dates

January 11-May 9, 2010

Class Days

By Arrangement

Class Time

By Arrangement

Prerequisites

Current Background Check, Permission of Director of Graduate Programs

Credit Hours

3


Textbook:
None required

Additional Resources:

Recommended:  The Official Study Guide, School Leaders Licensure Assessment, Test Code: 1011, 2009:  --order from www.ets.org--eBook
 
Test Code: 1011
Free Test Preparation: Test at a Glance (PDF)
Reducing Test Anxiety (PDF)
Priced Test Preparation:
Study Guide Study Guide (e-book)
School Leaders Licensure Assessment Study Guide, Revised 2009
This School Leaders Licensure Assessment Study Guide eBook was created by ETS test-makers. Available for immediate download, this guide contains content outlines, information on the types of questions found on the test, test-taking strategies, study topics with sample questions, and practice questions with correct answers and detailed explanations that present the basis for each correct answer

McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.
Career Counseling - The Career Development Center (CDC) provides services for all stages of career development.  The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.
Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email helpdesk@park.edu or call 800-927-3024
Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.


Course Description:
ED634 Directed Field Experience: Designed to provide the prospective principal with a substantial, sustained, and standards-based field experience in a real-life setting. Requires 150 contact hours in the setting under the supervision of university faculty and one or more successful, practicing principals. (sixteen week course.)

Educational Philosophy:
The instructor's role is to assist the student in acquiring the necessary practical experiences to accomplish course objectives and to achieve learner outcomes.  The instructor recognizes the importance of student contributions to the learning environment and encourages the cooperative exploration of ideas, issues, and contradictions.

Learning Outcomes:
  Core Learning Outcomes

  1. Demonstrates an understanding of how data (MAP data, Building data, District data) is collected and used for instructional improvement.
  2. Identifies the building stakeholders and their commitment to the shared vision within the school.
  3. Uses fundamental principals of interpersonal communication (what are they?).
  4. Can communicate “best practice” strategies for school leaders when building vision (look at the research).
  5. Understands the value of “culture” and “climate” within a school community. What does the research say about school culture? Can articulate how school culture and climate is assessed.
  6. Can identify varied instructional strategies which are being implemented in the school.
  7. Can identify assessment strategies used to improve student learning.
  8. Demonstrates a through understanding how curriculum is evaluated to better meet the needs of the students.
  9. Is aware of professional development opportunities for teachers and administrators.
  10. Can articulate how the school is structured and managed. Identify a current theory which may be used to help a school leader better understand their school structure.
  11. Can identify the stakeholders involved in the school decision making process.
  12. What is the socio-economic make-up of the school?
  13. How does the school demonstrate their commitment to diversity?
  14. Can articulate the value of an administrators “Code of Ethics.”
  15. Examine the existing school culture with respect to the prevailing values in the school and community.
  16. Has a thorough understanding of existing political initiatives the school site, district, and state.


Core Assessment:

The student shall submit six reflective pieces (two to three double spaced type written pages for each MoSTEP/ISLLC standard) related to the activities you have accomplished during the course. The reflection should include an assessment of the effectiveness and appropriateness of activities in which you were involved, a discussion of what you have learned, and your personal reactions of your experiences as related to the standards.


Link to Class Rubric

Class Assessment:

1. Contact Log: The contact log shall include your name, the location of the experience, a brief description of the activity including the student's role, the number of hours devoted to the activity, identification of the relevant ISLLC standard or standards, the name of the on-site supervisor, and his or her signature.  The student should keep a file of support materials such as memos, agendas, reports, meeting summaries, curriculum meeting minutes, etc. (150 hours required -- Pass – Fail)

2. At the conclusion of the course (all materials are due no later than Friday, May 9, 2010, the student shall submit, in addition to the contact log, six reflective pieces (two to three double spaced type written pages for each standard) related to the activities you have accomplished during the course.  The reflection should include an assessment of the effectiveness and appropriateness of activities in which you were involved, a discussion of what you have learned, and your personal reactions. (6 @ 50 = 300 points) This item serves as the Core Assessment activity for the course.

3. Weekly Report – A brief summary (one to two paragraphs) of weekly activities is due each Monday for the preceding week.  If some activities have already been accomplished, these activities should be included in the first weekly report. (16 @ 5 = 80 points)

Additional Requirements • 150 hours is the minimum requirement (you can do more if you wish).  This activity is designed to give you the opportunity to view and practice the skills necessary to be an effective school leader. • Hours should be distributed across each of the six Interstate School Leaders Consortium Standards. • No more than eight hours may be counted for any one activity type unless permission is obtained from the university supervisor. As you complete your reflection pieces, emphasis should be given to your analysis of the activity including your or your on-site supervisor's actions or responses.  For example, if legal issues are involved, state what legal issues are involved.  If instructional or assessment issues are involved, indicate what the issues are.  If a response indicates an effort to reach consensus during the decision making process, so indicate.  (These are the types of responses on which you will be evaluated during the School Leaders Licensure Assessment.  Keep the ISLLC standards in mind during your analysis.)  It would be appropriate to include your analysis and reflection responses in your portfolio.

Grading:
Total 380 points
 0 – 227 = F
228 – 265 = D
266 – 303 = C
304 – 341 = B
342 – 380 = A

Late Submission of Course Materials:
This course is designed to emphasize the application of knowledge and dispositions through structured performances requiring the student to read, analyze, and respond to a variety of educational situations.  The articulation of ideas through verbal and written discourse is paramount in maximizing learning outcomes.  Hence, all assigned work is expected to be completed in a timely fashion.  A grade reduction of 20% will be assigned for late work.  The instructor may make modifications to these requirements for unique and/or extenuating circumstances.

Classroom Rules of Conduct:
Students whose behavior is detrimental to good order in the classroom or interferes with the learning of other students will be subject to disciplinary action ranging from dismissal from the classroom to expulsion from Park University.  Such behavior includes, but is not limited to, the use of abusive or obscene language, attending the class under influence of drugs or alcohol, excessive tardiness, and excessive absences.

Course Topic/Dates/Assignments:

Weeks
Dates
Topics/Assignments
1-15
June 7-July 30
Weekly Report of Activities Accomplished (Due Saturday of each week)
16
July 30
Weekly Report of Activities Accomplished
Contact Log/Reflection Sheets Due
 

Academic Honesty:
As a learning community, the University upholds the highest standards of academic integrity in all its academic activities, by faculty, staff, administrators and students. Academic integrity involves much more than respecting intellectual property rights. It lies at the heart of learning, creativity, and the core values of the University. Those who learn, teach, write, publish, present, or exhibit creative works are advised to familiarize themselves with the requirements of academic integrity and make every effort to avoid possible offenses against it, knowingly or unknowingly. Park University 2009-2010 Graduate Catalog Page 31

Plagiarism:

Plagiarism involves the appropriation of another person's ideas, interpretation, words (even a few), data, statements, illustration or creative work and their presentation as one's own. An offense against plagiarism constitutes a serious academic misconduct.  Although offenses against academic integrity can manifest themselves in various ways, the most common forms of offenses are plagiarism and cheating. Plagiarism goes beyond the copying of an entire article. It may include, but is not limited to: copying a section of an article or a chapter from a book, reproduction of an art work, illustration, cartoon, photograph and the like and passing them off as one's own. Copying from the Internet is no less serious an offense than copying from a book or printed article, even when the material is not copyrighted.

Plagiarism also includes borrowing ideas and phrases from, or paraphrasing, someone else's work, published or unpublished, without acknowledging and documenting the source. Acknowledging and documenting the source of an idea or phrase, at the point where it is utilized, is necessary even when the idea or phrase is taken from a speech or conversation with another person.

Park University 2009-2010 Graduate Catalog Page 31-32


Attendance Policy:

Professors are required to maintain attendance records and report absences. Excused absences can be granted by the instructor, for medical reasons, school sponsored activities, and employment-related demands, including temporary duty. Students are responsible for any missed work. Absences for two successive weeks, without approved excuse, will be reported to the Director of the individual graduate program, or to the Executive Director for the Graduate School, for appropriate action. Students with such a record of absences, without an approved excuse, may be administratively withdrawn from the class and notified that an "F" will be recorded, unless the student initiates official withdrawal from the class(es).Park University 2009-2010 Graduate Catalog Page 35

Disability Guidelines:
Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .

Additional Information:

 All Educational Leadership students are required to purchase a Foliotek portfolio subscription and should be working on completion of same throughout their program of study.  Reflections from this course may be used in applicable areas.  Contact Carol Williams at 816.584.6233 to purchase the subscription.



Rubric

CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
I. Cognitive Skills, 1. Content, 2. Analysis, 3. Synthesis, 4. Evaluation, 5. Application, 6. Interpretation                                                                                                                                               
Outcomes
1-6 The student shall submit six reflective pieces (two to three double spaced type written pages for each ISLLC standard) related to the activities you have accomplished during the course.  The reflection should include an assessment of the effectiveness and appropriateness of activities in which you were involved, a discussion of what you have learned, and your personal reactions of your experiences as related to the standards.                                                                    
Exceeds expectations – The reflective pieces  include a thorough and complete discussion of the student's activities and how the activities related to the six leadership standards. Meets expectations – The reflective pieces include a discussion of the student's activities and how the activities related to the six leadership standards, but the discussion lacks insight related to one or two of the standards. Does not meet expectations - The reflective pieces include a discussion of the student's activities and how the activities related to the six leadership standards, but the discussion lacks insight related to three or more the standards. Shows no evidence of meeting expectations – The reflective pieces does not include a discussion of the student's activities and how the activities related to the “all six” leadership standards. 
II.  Technical/ Professional Skills, 1. Communication skills                                                                                                                                                                                               
Outcomes
3 The reflective pieces, as described above, will demonstrate the student's ability to communicate in writing.                                                                                                                                                                                                                                                                                                                                                                                                       
Exceeds expectations – Zero errors. Meets expectations – One to five errors. Does not meet expectations – Six to ten errors. Shows no evidence of meeting expectations – More than ten errors. 
III.  Professional Disposition, 1. Ability to reflect on personal strengths, weaknesses, and professional dispositions                                                                                                                                     
Outcomes
1-6 The paper, as described above, will include  personal reflections that adequately reflect the student's dispositions related to school leadership issues.                                                                                                                                                                                                                                                                                                                                                        
Exceeds expectations – The paper includes an analysis of personal dispositions in relation to the students own leadership skills and abilities.  An analysis of individual strengths and weakness is included. Meets expectations - The paper includes an analysis of personal dispositions in relation to the students own leadership skills and abilities.  An analysis of individual strengths and weakness is not included. Does not meet expectations - The paper fails to include an analysis of personal dispositions in relation to the students own leadership skills and abilities. Shows no evidence of meeting expectations – The paper fails to include any of the criteria identified under exceeds or meets expectations. 

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Last Updated:5/25/2010 3:01:57 PM