ED634 Directed Field Experience

for SPP 2012

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Mission Statement: Park University provides access to a quality higher education experience that prepares a diverse community of learners to think critically, communicate effectively, demonstrate a global perspective and engage in lifelong learning and service to others.

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, a pioneering institution of higher learning since 1875, will provide leadership in quality, innovative education for a diversity of learners who will excel in their professional and personal service to the global community.

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


ED 634 Directed Field Experience


SPP 2012 EDI


McKinley, Jan


Assistant Professor of School For Education


Ed.D. St. Louis University - Educational Leadership
Ed.S. Pittsburg State University- Educational Administration
MS - Pittsburg State University - Reading Specialist

Office Location

Downtown Campus, Suite 919

Office Hours

9:00 - 4:00 Please call for an appointment.

Daytime Phone


Other Phone

913-449-6551 Cell



Semester Dates

January 17, 2012 - May 13, 2012

Class Days


Class Time

4:30 - 5:30 PM


Current Background Check, Permission of Director of Graduate Programs

Credit Hours


None required.

Additional Resources:


Test Code:
Free Test Preparation:
Priced Test Preparation:
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

 Please Note:  All Park University School for Education candidates seeking a degree in Education (certification and non-certification tracks) must purchase Foliotek, the School for Education's electronic portfolio system.  As purchasing and accessing Foliotek is a multi-step process, please follow these instructions:
  1. Decide the Contract Period and fee for which you will be paying. Minimally, you must purchase a contract which extends to the year you expect to graduate, however some students purchase a contract extending one year beyond graduation. Contract Period

Contract Fee

Per Student (Prepaid)

Cost Breakdown

Per Student, Per Year

1 year



2 years



3 years



4 years



5 years



6 years



2.  Send an email to Carol Williams (carol.williams@park.edu) with the following information: 
     a.  Your Name
     b. The Contract Period you wish to purchase
     c. Your student identification number
Note: Students on a non-certification early childhood track, Teaching Young Children or Early Childhood and   Leadership, need to request purchase of the NAEYC portfolio).
3. Within a few days, you will receive from Foliotek an email with online purchasing information. Upon receipt of this email, purchase your Foliotek contract.
4. Upon receipt of your payment, you will receive your login information. You must then send a final email to Carol Williams (carol.williams@park.edu), requesting she provide your current education professors and a academic advisor (list them) access to view your portfolio.
It is imperative you complete this final step.

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:This course is 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.  The 150 hours of Directed Field Experience is required and will be Pass or Fail, determined by the Educational Leadership Evaluation Form ED 634 Directed Field Experience, filled out at midterm and the end of the 16 week course by the University Site Supervisor and the Host Administrator.  A cumulative score of  "Meets Expectations-2 "
on each of the four evaluation forms is required for a Passing score.  NOTE: If a student candidate fails the 150 hours of Directed Field Experience, he/she cannot pass ED634.
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 host administrator'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 durng your analysis). It would be appropriate to include your analysis and reflection responses in your portfolio.
 2.  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 host administrator, 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). 
3.  Weekly Report and Participation- Student attendance and participation is essential in achieving maximum learning.  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. The weekly report will be a factor in our discussions for the week, whether in class or online.   (16 @ 5 = 80 points)
4.  Six Reflective Pieces related to ISLLC Standards   (6 @ 50 = 300 points).
The students for Spring 2012 will be using the reflective pieces for their Educational Leadership professional portfolio.  The reflections will follow all requirements for the portfolio for Educational Administration.  Students should refer to information previously given to them in regards for the requirements of their professional portfolio.
The student shall submit, in addition to the contact log, six reflective pieces (minimun - two to three double spaced type written pages for each standard) related to the activities you have accomplished during the course.  The activities will be the necessary artifacts needed for your portfolio.  Reflective writings should be critical and honest and should reveal not only what information the student candidate has learned, but how it can be applied.  Reflective writing considers:  achievements, progress with tasks, progress with whole programs, shortcomings, sources of satisfaction, sources of discontent, recent learnings, strengths, weaknesses, new opportunities, missed opportunities, difficulties that need managing, need for development, need for support, sources for support, sources for learning, ideas for the future, etc. 
A reflective essay must be included for each Professional Competency for School Leader Preparation, Standard 1.3.  The reflective essay should prompt reflection about the choices you have made with regard to the artifacts you have included related to the standard and how it will affect your decisions as a future administrator.  Specifically, the reflective essay should include the following:
  1. Explanation of which standard (or standards) the artifact addresses and why.
  2. Explanation of why you chose the artifacts and the processes you went through to acquire relevant knowledge, information and/or data.
  3. Analysis of the data.
  4. Assessment of the strengths and weaknesses, as you see them, as reflected in the artifacts you have selected.
  5. Identification of the new knowledge that you have acquired.
  6. Discussion regarding any changes, or lack thereof, that you would incorporate.
  7. Analysis of how the artifacts' content will affect you as a prospective administrator.
  8. Analysis of how the artifacts' content impacts the teaching and learning process/environment.
 This item serves as the Core Assessment activity for the course.


 Directed Field Experience - 150 hours - Pass/Fail  (Student candidate cannot pass ED 634 unless a Pass is received).
Contact Log - 150 hours - Pass/Fail
Weekly Report and Participation - 70 points (Week 2 - 15)
6 ISLLC Standards Reflection Papers - 300 points
 Total:  370 points
    0 - 219 = F
220 - 258 = D
259 - 299 = C
300 - 329 = B
330 - 370 = 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.  No late work will be accepted after 7 days of due date.  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 Jan. 23 - May 7      Weekly Report of Activities Accomplished (Due Monday of each week - 1 - 2 paragraphs)
16 May 7

Weekly Report of Activies Accomplished, Contact Log, 6 ISLLC Standards Reflection Pieces

Reminder:  If you are planning on graduating in May, portfolios are due the beginning of the 13th week (April 16) in order to be scored in time and any revisons made, if necessary.  All work must be turned in before graduation.  Each portfolio has 2 faculty who score it and suggest possible revisions.  Not turning in all work for the portfolio by April 16 may affect graduation plans for May, 2012.

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 2011-2012 Graduate Catalog Page 21


Plagiarism is 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 2011-2012 Graduate Catalog Page 21

Attendance Policy:

Students must participate in an academically related activity on a weekly basis in order to be marked present in an online class. Examples of academically-related activities include but are not limited to: contributing to an online discussion, completing a quiz or exam, completing an assignment, initiating contact with a faculty member to ask a courserelated question, or using any of the learning management system tools.Park University 2011-2012 Graduate Catalog Page 25

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 .


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                                                                                                                                               
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                                                                                                                                                                                               
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                                                                                                                                     
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:1/11/2012 4:03:28 PM